This paper presents findings of a study that examined an alternative learning program in a large urban school district in the midwestern United States. The goal of the project was to determine if the specific alternative learning program could have a positive effect on student motivation, goal orientation, self-efficacy, and self-esteem. Research was based upon existing research in motivational theory. Data were gathered through a pre- and post-test questionnaire of 32 students who successfully completed the program and returned to their home schools. The results offer guarded support for the alternative educational program. Student motivation and self-esteem appear to be positive outcomes of the program; however, the positive outcomes were significant only for students who successfully completed the program. Although the program staff reported a success rate of 87 percent, a more accurate success rate may be closer to 39 percent. Three tables are included. (Contains 40 references.) (LMI)