This study examined characteristics of programs in which students were enrolled to determine which activities were most effective in dealing with dropouts. The study attempted to validate program components that have previously been associated with retentive capacity. Seventy-six exemplary programs for dropouts were selected to participate in the study. Directors of the 76 programs were mailed a survey that included a list of 18 program descriptors that they were asked to rank in order of importance for dropout prevention program success. Surveys were returned from 44 of the 76 programs, and represented 26,052 dropout students. The four program descriptors that were ranked as the most effective in working with dropouts were self-concept development, work attitudes/habits, interpersonal/life skills, and motivation. The four program descriptors that were ranked as the least necessary were interagency cooperation, job development, staff upgrading, and community service. The teaching factors considered to be extremely important to retaining dropouts reflected those skills that are part of fundamental classroom management: rules are established and clearly communicated, and performance standards are clearly communicated. Respondents also indicated that it was extremely important that the teacher was considered approachable. In addition, respondents rated counseling services as important. Based on the results of this survey, recommendations were made for improving dropout prevention programs. (KC)