Dropout is a major issue facing our country's schools; however, many students who drop out of school later go on to finish their degree either by returning to high school or by earning a General Education Development (GED) credential. Despite this, there has been relatively little research on these students who "stopout" of high school. Drawing on a sample of high school dropouts, we build on research conceptualizing dropouts as having been "pushed" or "pulled" out of school by examining how routes out of school influence the process of return. Our analysis reveals that being either pushed or pulled has little differential impact on the reengagement process. But, particular reasons within the categories have strong effects on keeping students out of school and on the pathways that they take if they return. Implications are suggested for both school practice and for how researchers should best conceptualize dropouts.