In this chapter, we focus on the urban high school through the eyes of thirty-three urban educators, who had 667 years of urban school experiences. What might these individuals know that others do not? They are not executives in multinational corporations, such as IBM. They do not run or write for philanthropic foundations, such as the Gates Foundation. To a person, they do not study urban high schools using theoretical frameworks or research methodologies. They are not those who make the laws and policies or write the regulations governing school curricula and programs. Their ideas do not make the cover of Time magazine (February 24, 2014). All they do is come to work with urban high school students, specifically segregated minority students, each day of their adult lives. Hence, we made a decision that those who work inside high-poverty, high-minority schools really do know what may be needed to successfully educate their students. As you read their ideas and take note of their visions for urban education, you will undoubtedly see similarities to existing policy reforms and proposed new programs presented through traditional research. In part, this is true because urban educators have been calling for radical reforms for decades, and their voices have been heard in many new reform proposals but not at critical mass levels. But what is different here is their agenda for school, student, and community success is not tied to a particular government policy or an industry's long-term employment needs. The success defined here is grounded in the freedom of individuals living in communities to choose how to engage in social, economic, and political actions to change their human condition without first getting the approval of mainstream society.