The author examines the data from the Richmond Youth Project. Questionnaires were administered to and completed by 4,077 students in the eleven public junior and senior high schools. The students were categorized by degrees as rebel or nonrebel according to three criteria: (1) whether they had stayed away from school just because they wanted to, (2) whether they had been sent out of the classroom, and (3) whether they had been suspended from school. The analysis focuses on rebels' personal characteristics, their perception of future status, and the relevance of their school experience to their futures. Samplings of the total data are presented and indicate that the rebel: (1) is extremely anxious about his future, (2) feels that teachers want students to be quiet, (3) is a terminal student in a system which is primarily preparatory for college, and (4) is not facilitated by the curriculum in a satisfactory identity development. The concluding discussion emphasizes the need for individualizing curricula and for initiating thoroughly integrated work and study programs. (TL)