This study addressed (1) whether there were unique profiles of student self-reported reasons for attending school among 10th graders, (2) whether these profiles were differentially associated with late high-school dropout, and (3) whether parent characteristics differed across profiles. Using data from the Educational Longitudinal Study of 2002 (N = 15,362), five latent classes were found. The first class (49%) reported "intrinsic, identified/introjected," and "external" motivations for attending school. The second class (32%) attended for "identified/introjected" and "external" reasons, while the third class (11%) reported "intrinsic" and "identified/introjected" reasons. The final two classes reported only "identified/introjected" (5%) or "external" (4%) motivations. Individuals in the "identified/introjected" and "external" classes were at greatest risk of dropping out between 10th and 12th grade. A host of parenting characteristics differed across class, with students in the "intrinsic-identified/introjected-external" class displaying the most favorable pattern of results. Implications for dropout prevention and academic promotion programs are discussed. (Contains 1 figure and 3 tables.)