At-risk students are a part of the educational population of school aged students whose goals are to graduate upon completion of all required coursework in an educational institution. In the beginning, there were only brick-and-mortar schools before the 21st century primarily until virtual and/or online schools came into existence in the late 1990s. According to Roblyer (2006), the aforementioned has given all students, specifically at-risk students, an opportunity to have a more flexible, alternative education to graduate from high school. For example, "SWO" an at-risk social work program whose primary goal is to help "SWO"s at-risk students to graduate from high school. Based on statistics and reports from the Department of Education and other research studies, students are at-risk of not graduating from high school primarily because of economical and social disadvantages of living in a single-parent home and being a minority (i.e., black and/or African American and Hispanic). Students who are at-risk are the most affected by the aforementioned statistics; therefore, at-risk students are more prone to drop-out of high school and not graduate in the 21st century. For example, most of the "SWO" and VHS (collaboration/intervention) student-participants had to work during the school day to help with family (i.e., single-parent homes) expenses. Therefore, it has been difficult for the "SWO" student-participants to regularly attend and maintain state required enrollment and state required academics necessary for graduation. Again, dropping-out of school has been a negative alternative for "SWO" and VHS adult at-risk student-participants. Thus, a qualitative case study and/or action research on the effects of the collaboration of "SWO", an at-risk youth social work organization whose goals are for at-risk students to graduate from high school and a VHS and/or online program were designed to address the brick-and-mortar as the only alternative education for high school students to graduate eventually in the 21st century. Five "SWO"s at-risk adult (18-years old and older) student-participants volunteered to evaluate the effects of the action research and intervention after completing flexible and remote online and/or virtual school coursework as an alternative in the high school as a means to increase student retention for high school credit for graduation. The "SWO" and VHS collaboration was based on the five adult "SWO"s at-risk student-participants' retention, participation, and completion (70% and above grade average/passing grade average) of the virtual school and/or online coursework, and they had to be 18-years old and older to qualify for the study. The qualitative data for the action research intervention was collected, analyzed and coded analytically (categorically/thematically) to make a valid and reliable evaluation of the intervention; A triangulation of documents such as "SWO"s at-risk student-participants' enrollment status reports, student course profile reports (i.e., grades), student participation reports (i.e., daily activities and coursework), and the interview survey responses (after completion of coursework with a 70% and above grade average) were collected; the aforementioned was utilized to evaluate if there was improvement, success, and/or change from the "SWO" and VHS intervention towards an eventual "SWO" at-risk student graduation. [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.]