This study examines the possible relationship between elementary and secondary students' use of a nonstandard form of English and the high school dropout rate in the Southern Appalachian region. The investigation began in two counties with interviews of teachers who appeared not to see that their students' speech variety differed from their own. Further investigation revealed a larger set of problems in educating this group of children, involving linguistic variance, a poor fit between the school system and the culture, and aspects of the mountain culture such as strong traditional views, geographic isolation, suspicion of non-mountain culture, little value attached to education, and lack of parental education or support. Suggestions for change include language programs based on the English-as-a-second-language concept; curriculum geared to the mountain child; reassessment of standardized examinations; a supplementary reading program, following the example of the Foxfire program; teacher education in relevant culture and language, educator workshops; community action projects; and adult education classes. (MSE)