The purpose of this research study was to describe and analyze at-risk high school students' perceptions of their experiences with online academic credit recovery classes offered to them through an urban school district's dropout prevention department. The review of literature concerning curricula for online programs revealed that the variety of offerings and experiences varied from state to state and district to district about how online academic programs have been utilized. This particular quantitative research study was selected due to students enrolling in district sponsored online credit recovery classes possibly with some underlying perceptions that could have impacted their success and affect the total enhancement of the program. District leaders determined students needed to express and have a voice in making the online credit recovery program stronger and to establish a greater understanding of the students' perceptions about the dropout prevention online program. Surveys were gathered from credit recovery high school students in the North Texas urban school district. Data obtained from the surveys revealed the attitudes articulated through typical online academic credit recovery students' experiences. This quantitative study involved the use of data from a survey employing a 5-point Likert scale with the anchor points ranging from strongly agree (5) to strongly disagree (1). The independent variables were the high schools included in the study, students' grade levels and gender, and students' online and traditional efficacy scores. The dependent variables in this study were students' perceptions of online classes, in particular their perception of whether or not the online program prevented them from dropping out of high school. A number of items were used to measure students' perceptions. Overall, the students felt that the online academic credit recovery program prevented them from dropping out, they would prefer more online course options, and the program should be offered 24 hours a day. Further research study findings could assist in strengthening the district's online academic credit recovery program, enhancing student achievement, and informing other districts' use of similar course delivery technology. [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.]