Widespread dissatisfaction with traditional public schools has lead to the development of charter schools. Under the terms of a charter, schools are granted increased autonomy in areas such as financial management, organizational structure, and curriculum. This study investigated the factors that lead to the success of one individual charter school and how that success was measured by parents, faculty, administration, school board members, and the authorizing agency. To explore these issues, a qualitative case study was conducted in a Wisconsin charter school. Interviews with teachers, administrators, board members, and members of the authorizing agency were conducted. Analysis of the original charter agreement, annual reports and previously completed stakeholder surveys was also conducted. Exploration of this case study found that success at this charter is measured in student academic performance, student and faculty retention, and finances but also largely in qualitative areas, such as school culture. Findings also supported the traditional role of the authorizing agency as an organization that oversees compliance with regulations and goal achievement. Recommendations for further research were developed based on these results. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]