Although teachers continue to implement an array of best practices, learners identified as unsuccessful according to criteria may lack engagement to succeed in the current curriculum activities. Even as teachers continue to apply best practices in the classroom, data does not support continued improvement of student engagement and achievement of unsuccessful learners. This qualitative phenomenological study explored the lived experiences of a sample of 15 Pennsylvania unsuccessful students over the age of 18 currently enrolled in a local GED program. The aim was to use participants to explain the true essence of best practices as they pertain to student engagement and achievement. Triangulation included a pilot test, questionnaire, and videotaped interviews. Analysis involved using Excel and NVivo 10. Content analysis helped to develop themes and patterns. The following key themes emerged (a) the definition of successful included achieving a goal, (b) successful experiences included a positive relationship with a teacher, (c) successful experiences involved numerous instructional strategies associated with the student's learning style, (d) successful experiences included a sense of community within the classroom, (e) the majority of unsuccessful experiences included examples of a teaching style not associated with the students' learning style, (f) advice for teens, and (g) advice for educational leaders and educators. The discovered themes offered information toward the development of effective professional development pertaining to the three specific best practices. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]