Recent trends in education have drawn attention to students at risk of school failure and dropout in the United States. Alternative schools are one method for preventing the severe and long-lasting consequences of underachievement and dropout. Few research studies have sought the opinions and perceptions of the at-risk students who attend alternative schools through qualitative research methods. This study used qualitative interviews to explore at-risk students' perspectives about their current alternative school and their former traditional schools. Results indicate that traditional schools are lacking the personal relationships with teachers, schoolwide focus on maturity and responsibility, understanding about social issues, and positive peer relationships that alternative schools often provide. This article offers guidelines to help schools and educators to better support at-risk students. (Contains 3 tables.)