Too many students drop out of school, which results in economic losses and increased crime. The problem is particularly acute for black and Hispanic students. A recent study of more than 130 9th-graders in five California high schools revealed some interesting information: Most of them (three-quarters) said they liked school, and more than 80% saw getting an education as important to their futures. They understood the challenges they might face on the path to graduation (bad grades, poor attendance, pregnancy, drugs, and more), and yet they remained hopeful that their academic futures would yield positive results. Relevance was important to them: Students wanted to know that what they learned in high school would help in their adult lives, and they count on coursework, teachers, and counselors to make clear how their school years would factor into their lives after graduation. Relationships--with teachers, coaches, counselors--were important; feeling a lack of support could lead to a sense of isolation. Often, they said, all it would take to make the difference between staying in school and dropping out was the knowledge that someone--even just one adult--really cared about them and their futures. This study illustrates that what happens in students' lives during 9th grade and beyond--what relationships students form, how engaged they feel, what roles they play, what is expected of them and how well they understand those expectations--defines their academic futures for better or worse. The stakes--for students and for society--are urgent and very high, and solutions are crucial. Fortunately, many model schools are doing an outstanding job of keeping students in school. This article examines their strategies and their successes.