Despite the lack of adequate resources, African American communities operated good schools for their children long before the 1954 Brown decision and school desegregation beginning in the mid-1950s. Anderson (1988) reported that African Americans in some Southern communities established and operated their own schools during the slave period and long before the missionary societies and the Freedmen's Bureau began their efforts following the Civil War. During the past two decades, a number of researchers have reported on the quality of segregated schools for African American children that operated during the late-19th and the 20th century (Dempsey & Noblit, 1996; Foster, 1997; Morris & Morris, 2000; Walker, 1996). Walker (2000) reported that four themes emerged among valued schools in the South from 1935 to 1969: (a) exemplary teachers, (b) curriculum and extracurricular activities, (c) parental support, and (d) the leadership of the school principal. The first three themes are consistent with those from the study dealt with in this article, Creating Caring and Nurturing Educational Environments for African American Children (Morris & Morris, 2000). Walker (2000) described valued schools as those held in high esteem by their communities because they exhibited the four positive attributes that enabled them to provide a good education for African American children, despite the inequities in funding that resulted in inadequate physical plants, equipment, and instructional resources. Trenholm High School, the focus of this article, was one of those valued schools. METHOD In this case study of one African American school community in a small Alabama town, a variety of data were collected and analyzed to identify the factors the community perceived as making its school a good school. Alumni, teachers, administrators, parents, and community members who were associated with public schools in this community from 1909 to 1980 responded to a questionnaire and interviews. Many respondents served in dual or triple roles. One hundred nineteen persons completed a 27-item questionnaire, and 34 interviews were conducted. Many primary and secondary documents, that is, school board minutes, accreditation reports, local newspapers, students' handbooks, school registers, and personal documents were used to develop the historical account of the school community as well as to confirm the themes that emerged in questionnaire and interview data. The segregated African American school (Grades 1-12) was established in 1877 by the African American community and was closed by court order in 1969. ANALYSIS Frequency distributions were constructed and computed for 4 of the 27 items included in the questionnaire. These 4 items related to selected quality issues that were constructed using a Likert-type scale. The remaining 23 items were primarily open-ended questions. The research team used a variation of Strauss's (1987) constant comparative method of data analysis to analyze the data by searching for categories related to the research questions as well as other themes that emerged from the data. Triangulation of data obtained from primary and secondary documents, interviews, and questionnaires was employed to formulate final themes for the study. FINDINGS AND DISCUSSION Respondents identified three major factors that contributed to their school's being a good school: (a) caring, competent, and committed teachers; (b) the range of school programs and activities; and (c) parental and community support and involvement. Graduates indicated that their favorite teachers maintained orderly classrooms (Walker, 1996), cared about the students (Dempsey & Noblit, 1996), were fair and were competent in their subject areas (Foster, 1997), made practical applications of subject matter (Dempsey & Noblit, 1996), had high expectations of students (Walker, 1996), and made learning fun. …