The Pre-GED (General Education Development) and Skills Options Program was a response by one state to the national increase in high school dropout rates. However, more than a decade later dropout rates continued to rise. As a result, an evaluation of the program was needed. Thus, the purpose of this study was to explore the purpose of the program, its strengths and weaknesses, and recommendations for improvement. Based on polyphonic organizational theory, the research question examined students and teachers' perceptions of the program's effectiveness. This program evaluation relied on a qualitative multiple case study research design that included a purposeful sample of 5 former students, a 5-member teacher focus group, and a review of public documents and school records from the Options Program. Using thematic analysis within and across the cases, themes of the program's strengths and weaknesses were extracted from triangulation of student interviews, the teacher focus group, and various documents. The key finding focused on low student-teacher ratio being identified as a common strength. Areas that were identified as needing improvement were unclear purpose, low expectations, and lack of positive student-teacher relationships. The implication for positive social change is that informing school leaders and other policymakers about effective dropout programs for at-risk students can reduce school dropout rate. [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.]