Recent research suggests that special programs designed to "fix" low-achieving students are based on a deficiency model that does not serve their clients' needs. Alternative schools are providing conditions necessary to address disenfranchised students' problems. The descriptive case study summarized here was conducted to determine the perceptions of students, teachers, guidance counselors, and administrators regarding their experiences in an alternative school setting and to make comparisons with experiences in 10 traditional schools in a large Tennessee school system. Findings showed that students are assigned to the alternative school for varied reasons. The alternative school's smaller, supportive, more structured learning environment and close faculty/student relationships are perceived as positively influencing student performance. Students feel that guidance counselors' support and instruction strongly influences their anger and behavior. Perceptions differ concerning alternative-school course work difficulty, standards, and student outcomes. Alternative school teachers perceived their roles as different from traditional school teachers. While teachers are viewed as enhancing student progress, the majority of parents are perceived as impeding their children's progress. There is no consistent action plan for integrating alternative school students into their base school environments. Both types of schools must cooperate. Further findings are summarized. The report contains 33 references and 3 appendices with sample student and teacher interview forms. (MLH)