This dissertation is a qualitative study of an all-girls’ advisory in a coeducational, urban middle school located in a mid-sized city in the northeast. The advisory group met daily over the course of the 2010-2011 academic year. Drawing from data collected over one year of fieldwork--including participant observation, analysis of discourse, dynamic interviews, and the analysis of social constructs --this study explores how a group of mostly African American and Latina students created a caring community in order to increase their academic and social success.