Educational researchers have been exploring academic outcomes for at-risk students for many years but somehow have not been successful in closing the achievement gap that exists for at-risk students of color. Acknowledging that gap and developing programs and practices that can be implemented within a shared vision can ensure that all students can achieve academic proficiency. The purpose of this study was to examine an alternative high school program and determine to what extent the perceptions and practices of educators influence academic outcomes for at-risk students school-wide. This qualitative study utilized semi-structured interviews with classroom teachers and social workers as well as educational leaders and was conducted in a diverse, suburban New York high school. The participants are from diverse backgrounds with varied years of educational service ranging from 10 to 36 years. Two participants were newly retired. The researcher asked prepared questions and explored additional questions that arose during discussion. Evocative patterns and themes emerged concerning mindset, school culture, ethics of care and their relationship to educational outcomes for at-risk students. This study uncovered the extent to which educators and their leaders utilized practices from an alternative high school program to provide academic equity for all students. [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.]