A disproportionate number of Hispanic/LEP students are leaving school in the ninth grade. Although dropout programs exist in Florida county school districts, none addressed the special language and culture difficulties, often coupled with socioeconomic problems, of these students. This practicum was designed to reduce the number of Hispanic/LEP school dropouts in one county school district and to support the students staying in an alternative program. The problem is described and documented. Various strategies were researched; counseling to improve student self-esteem and motivation was the final primary focus of the intervention in practice. Exploring the arts and careers was also utilized as a strategy. Implementation occurred in two high schools with 64 ninth-grade students. Throughout one school year, a total of four different groups were met with for different periods of time. Students were measured for improvement in grade promotion, staying in an alternative program, and reading and writing English. All four outcomes were met. Processes and results are discussed; nine recommendations are provided for developing the program. (Contains 51 references.) (Author/EMK)