For many years a leading approach to teaching at-risk students and reducing school dropout has been the use of alternative schools. There are unique challenges to providing educational services in alternative schools and teachers in those schools need specialized knowledge and skills to address these challenges. The same can be inferred for paraprofessionals working in alternative schools. In general, the use of paraprofessional support for students in alternative schools has increased over the years. Oftentimes these students exhibit academic and behavioral challenges, and yet much of the research indicates that paraprofessionals working with students with academic and behavioral challenges have little training to do so. The purpose of this study was to examine the roles, responsibilities, and professional development needs of paraprofessionals working with secondary students at alternative schools as perceived by administrators, teachers, and paraprofessionals in those schools.