The purpose of this qualitative, phenomenological study was to explore rural high school graduates', teachers', and administrators' perceptions of student voice on academic success. This study was designed to examine the following three questions: What were the common beliefs regarding opportunities for input, or student voice, on the educational process within the school structure? What were the challenges or barriers faced that encouraged/discouraged use of student voice? What advice or suggestions can be offered for teachers, administrators, or students regarding the use of student voice in the decision making process? A small, rural, AA school district was chosen for the study. Six recent graduates were selected from the top twenty-fifth percentile of the graduating classes from 2013, 2012 and 2011, a male and female chosen from each cohort. Four teachers were designated based on years of experience with two teachers chosen with an experience range of one to ten years and two teachers with eleven years or more. Recent graduates and administrators were interviewed in private sessions, while teachers were interviewed in a focus group setting. The data was analyzed and coded for reoccurring themes. Student voice is perceived as a key component in the academic success of students and reportedly increased ownership and future successes. Educators of today and tomorrow would be well served to include the use of student voice activities in designing the educational learning environment. [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.]