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A qualitative case study was conducted to identify and profile school practices employed in educating a traditionally low-achieving subpopulation in northeast India. The findings indicated that these schools with low dropout rates reflected authentic and effective teaching practices that were student- friendly and based on a coherent mix of various principles of learning, instructional strategies, classroom management, and the personal dedication of the teaching faculties. These schools tried to create an atmosphere of social connectedness and community, based on the values of the indigenous people of that area. The school leadership was proactive in an effort to sustain the sense of community through a variety of school activities and cooperation with parents. A contextualized pedagogy that took into account the background and learning styles of a wide variety of students helped the students to focus on their learning in the various academic disciplines. Pedagogical practices that promoted academic achievement in concert with indigenous values sustained the interest of the students and moved them to actively involve themselves in the life of the school.