This article investigates how institutional management, teacher and family involvement are amalgamated for sustained school achievement. The research took place in a public school in northern Mexico. The students of this institution, -located in a marginalized and violent community, obtained for three years, scores higher than the national average in tests that measure knowledge in Spanish, mathematics, and science. Through a qualitative case study that used organizational microsociology and symbolic interactionism, we found that institutional management is based on organizational systems, leadership is shared and based on trust; the teachers have high academic and pedagogical competencies, use innovative playful strategies, maintain the concern to maintain high academic standards; interpersonal relationships are close; families support and participate in the school on a consistent basis...