As American schools struggle to meet the needs of an increasingly disenfranchised adolescent population, many models of restructuring are tried. This study explores one school for at-risk students wherein teachers worked weekly with a therapist. Positive student outcomes garnered through this educational and therapeutic process are examined. An anonymous survey was administered to 15 students addressing: (1) curriculum; (2) policies; (3) teacher attitude; and (4) quality of relationships between students and teachers. A second survey was administered to four staff members and a school consultant addressing: (1) teacher attitudes; and (2) school and district support of teachers, school policies, and parent involvement. Attitudes indicated that the process was helpful for assuring that teachers were prepared to address the varied academic and affective needs of the student body. Results of the survey were discussed with volunteers from each group. Participants gained an understanding of an "ideal" school as a result of these discussions. An appendix providing the results of ths Student Belief Survey is provided. Contains eight references. (Author/SR)