Middle and high schools across America are striving to equip their students with the tools necessary for achieving their highest academic potential to become model citizens. The purpose of this qualitative case study was to examine the strategies and interventions available for middle and high school students referred to In-school suspension (ISS) programs and to review available assets for ISS prevention, academic success, and student retention. The research questions examined the strengths and concerns of each ISS program regarding student retention, academic achievement, and recidivism rates. Conceptually, this study was framed within the theories of self-efficacy, care, and choice. Data collection was achieved using semi-structured interviews, document analysis, and ISS classroom observations. The data were reviewed and analyzed using open-coding raw text and axial coding to identify themes. A thematic analysis of 37 interviews resulted in six themes illustrating participant's views and lived experiences. The themes are (a) "Getting caught up on my school work", (b) "Keeping our children in school", (c) "Counseling and interventions", (d) "Philosophy of teaching", (e) "ISS program knowledge", (f) "Future ISS program development". Implications for practice are presented for school administrators and their designated appointees regarding ISS. Implications for practice are (a) Develop a better check and balance system for notifying parents of students selected by school officials to attend ISS, (b) Add an Open Door Intervention approach to Counseling, (c) Implement a Social Learning class that teaches proper social Etiquette to ISS students, (d) Develop a strategic plan which openly solicits input and feedback from students, teachers, and parents concerning ISS program policy and procedures and (e) Update existing ISS program materials. Implications for research include repeating the study using a mixed methods approach with the use of surveys to see if the same findings can be duplicated. [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.]