Alternative education plays a critical role in the opportunity gap that persists in the US public education system. However, there has been little research on alternative schools. Scaffolded by a theoretical framework constructed from critical theory, self-determination theory (SDT) and student voice, this research examined how well students in alternative schools were being served. The purpose of this mixed methods study was to document, describe, and analyze the student experience at alternative school. The first phase used self-determination theory and extant data to describe students attending an alternative school. Distinct groups of students were established using cluster analysis. These groups provide a vehicle for maximal variation sampling of participants in the second phase, a narrative inquiry. This study found that SDT predicts which students are on track to meet their educational goals, and that these students experience personalized education and develop strong student-teacher relationships. The student stories establish the importance of alternative schools but also reveal the need to change the ways our educational system employs alternative programs. This study suggests a path that can ultimately lead to effective alternative education.