This thesis is a study of the effects of classroom culture on the success of at risk high school students in Winnipeg, Manitoba, Canada. Three teachers were interviewed, and the thematic results were used to create a framework which relates the determinates to theories examined in the literature review. Participants agreed that the factors which led to success in their classrooms were building relationships, creating a routine in a smaller setting and using project-based learning activities as opposed to more traditional methods for delivering curriculum goals.