Trying to adequately and equally educate the at-risk populace has been and is still a challenge for school administrators and teachers. Students considered at-risk of academic failure is of overwhelming concern to educators who are accountable for ensuring the academic success of the at-risk populace. Considerable interests of educators connect at-risk students to poor academic performance and thus associate them later contributing to the percentages of students dropping out of school. The purpose of this study was to confirm useful strategies used by school administrators to ensure education equity for at-risk students, and focus on some of the teaching strategies implemented to help the governance of the at-risk population. This study used a qualitative methodological approach to collect data and information. The qualitative approach involved the interaction of the researcher with the participants through allowing the completion of the open-ended response questions designed to yield written discussions from educators interacting with students considered at-risk. In addition, some verbal discussion occurred through the answering of the open-ended nonverbal instruments used to gather data for this research study. The scope of this research study included ten elementary, middle, and high school practicing school administrators and ten practicing teachers within two school districts, who helped to educate at-risk students in jeopardy of academic failure. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]