Alternative education programs (also called alternative schools) first appeared on the American landscape in the 1960s. Despite the proliferation of these programs, a generic description of what constitutes an alternative education program, historically, has been elusive. Most alternative education programs have the general criteria of serving youth who are at risk of school failure, including students with disabilities. Although alternative education programs exist in both rural and urban areas, research documenting the effectiveness of the programs is scant. The purpose of this article is threefold: (a) to describe the characteristics of a small group of youth with disabilities before and during their attendance at an alternative education program; (b) to describe several characteristics of the alternative education programs they attend; and (c) to provide recommendations for parents and practitioners to consider when deciding if an alternative education program is an appropriate placement for students with emotional and behavioral disorders (EBD) or other disabilities. (Contains 3 tables.)