Magnet high school attendance seems to lead to improved academic performance (Cobb, Bifulco, & Bell, 2009; U.S. Department of Education, 2008; Yu & Taylor, 1997). Likewise, perceived social support has been linked with positive outcomes for adolescents, including improved academic performance (Rosenfeld, Richman, & Bowen, 2000; Demaray & Malecki, 2006). Yet, little is known about urban magnet high school students' perceived social support. Select results from a study in which the Child and Adolescent Social Support Scale (Malecki, Demaray, & Elliot, 2000) was administered to 319 students are presented in this paper. Students' reports of the frequency of support fell between most of the time and almost always (M = 250.20, SD = 47.17, n = 213). The perceived importance of support was between important and very important (M = 121.33, SD = 26.68, n = 198). (Contains 9 tables and 1 footnote.)