Studies indicate that information provided by students may contribute to successful implementation of educational innovations, but educators seldom seek out student perspectives. In April and May 1997, over 160 high school students participated in 16 focus groups in Kentucky, Tennessee, Virginia, and West Virginia. The students were primarily seniors and represented various achievement levels, career paths, extracurricular activities, genders, ethnic backgrounds, and attitudes toward school. They attended eight rural high schools in Kentucky and West Virginia, three urban school divisions in Virginia, and four suburban or small-town schools in Tennessee. The students discussed the strengths and weaknesses of block scheduling and year-round schooling, technology, school safety, quality of education, significant learning experiences, teaching, school-to-work opportunities, student activities, inclusion and diversity, parent involvement, and student voice. In general, students gave their schools above-average ratings or high ratings. They also said that schools help them learn by hiring good teachers, keeping class sizes small, providing computers, changing to block scheduling, and offering opportunities for real-life activities such as mentoring or job-shadowing programs. There were concerns about grading, sports activities, computer access and literacy, and a lack of voice in school policy decisions. One-page inserts detail results from each state. (SAS)