This paper describes a qualitative study of seven alternative democratic program (ADP) students of a public high school in a suburb of a major city. The purpose of the study was to gain an in-depth understanding of how students in ADP reflect upon their transitions to become active members of the ADP community over time. The students were primarily seniors who joined ADP in their sophomore years. The ADP program was established in the site school in 1970. Observations and interviews were used to gather data. Two major themes to emerge were: the positive aspects of the program that influence student motivation and performance; and the students' perceptions of themselves and the program over time. The study found that students benefited tremendously from the small, personalized community of ADP that helped them to develop trusting relationships with their teachers and fellow students and have a voice in their own education. (Contains 24 references.) (EH)