Limited research results have been provided on the influence of schools on dropout prevention, which consist of the accountability system and how teachers' attitudes affect students' decisions to dropout. The specific problem of interest was how the accountability model and teacher-student relationships plays a vital role in student dropout. The purpose of the qualitative study was to investigate how the accountability model and teacher-student relationships could help with decreasing student dropout. A qualitative case study was developed to better understand the facts. Interviews were conducted with participants to investigate their perceptions of accountability models and teacher-student relationships concerning decreasing the dropout rate and increasing the graduation rate. This qualitative study was significant as it contributed to the research on teachers' perceptions of how the accountability model and teacher-student relationships have an impact on students dropping out of school. Further investigation into the problem of dropout is needed due to the limited research results provided on the influence of the school on dropout prevention. The current approaches include the accountability system and how teachers' attitudes affect students' decisions to dropout. The findings from this study will expand the research to a larger population that includes teachers who have taught or are teaching grades K-12 in any state. By expanding the population to include any teacher from any state, future researchers would gain more insight on the perceptions of teachers. [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.]