This paper describes a study of at-risk secondary school students and the outcomes of the school-based interventions they were involved with. Information was gathered from 28 Black, Hispanic, and White students through field notes and audio recordings. The students came from homes with a low-average educational attainment and themselves had identifiable literacy problems. Many had a long history of behavioral problems both inside and outside the classroom, as well. The common risk intervention activities serving this population were as follows: (1) literacy programs before school, after school, or pullout; (2) teacher mentors and community or business mentors to encourage positive adult role models; (3) private business and industry contributing technology and work-study programs; and (4) appointment of at-risk program coordinators within school districts and at-risk counselors for individual campuses. These case studies illustrate the complexity of the problems and solutions as well as the excitement and frustration encountered in attempting to discourage students from dropping out. At-risk programs such as these appear to address the students' needs, but fail to take into account their environment and values and what role school plays therein. As a result, the programs may be inadequate in effecting long-term behavioral changes. A developed, systematic theory for understanding student engagement and disengagement is needed. Nine references are included. (CJS)