This paper defines alternative schools, exploring such critical parameters as their organizational context and structure, their curricular focus and pedagogical approach, and their governance. Also reviewed are some of the studies of experimental schools. Prior research is placed in the context of a critique which argues that more detailed information is needed about the quality of everyday life in the programs rather than on traditional evaluative measures of outcomes. The paper has two stated purposes: first, to dispel some of the popular misconceptions about alternative schools by describing various programs and practices that use that term; and second, to impose some conceptual order on the large number of alternatives through a review of some of the dimensions along which these schools vary. The data on alternative schools were gathered through the author's personal experience and through a review of the literature. It is suggested that more ethnographic research be conducted on alternative schools. (Author/AM)