The purpose of this study was to explore how Norwegian correctional educators' attitudes and working environments influenced successful inmate outcomes. Success for incarcerated students was defined by the ability to enroll in and do well in prison classes, develop life skills, and gain the knowledge and skills to become productive members of society. The research provided a comprehensive case study featuring best practices in Norwegian Prison Schools. The researcher surveyed 53 Norwegian educators and interviewed nine teachers, three headmasters, and one high level administrator. Consistent, high quality teaching practices was evident throughout the study. All of the educators who were interviewed took tremendous pride in their work. The educators' role was to help the inmates turn their lives around in ways that would assist them to become successful people, employees, family members, and citizens after their release. The educators considered these activities to be high priorities. Data collection included the use of surveys, interviews, and document analysis. Two theories framed this study: Expectancy Theory and Self-fulfilling Prophecy. The literature about correctional education indicated the need for research on educational practices of inmates. All too often the entire prison experience is negative and does not prepare inmates for successful transition back into the real world following their incarceration. The findings from this study suggested positive and practical recommendations that reflect how Norway implements prison practices. Additionally, the findings inform how practices in Norwegian prisons might serve as a model for correctional educators in the United States. [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.]