This paper describes findings of research that explored the meanings and experiences of high school students in a Business Technology and Communications magnet high school located in a large, urban school district (Georgia) that has been under court-ordered desegregation since 1985. Data were obtained through classroom observations, focus-group discussions with a total of 112 students, analysis of program evaluations, and analysis of students' autobiographical structured writings. The study identified three spheres of influence in the school--students, parents, and teachers/administrators. Students described a deep incompatibility between their culture and that of the adults, suggesting that the school culture lacked attitudinal qualities that promote a facilitative environment for all students. The data led to the development of a grounded theory of facilitative learning environments. A facilitative learning environment is characterized by individual respect, acceptance, and opportunities for influence in the school. The greater the alignment between students' values about education and teachers' actual teaching practices, the more enthusiastic will be student engagement. (Contains 31 references.) (LMI)