This study investigated the experiences of students who attended a Vancouver Alternate Secondary School (VASS) program and achieve a regular high school diploma, which is known as a Dogwood Diploma in the province of British Columbia, Canada. Through interpretive and semi-structured interviews, the recent graduates shared their experiences and how they achieved graduation. The research study looks at their experiences from an asset-based framework instead of focusing on their individual deficits. The research revealed the structures and qualities of the VASS programs that supported the participants. The 11 participants mentioned the flexibility of instruction in the VASS programs, the smaller sites and smaller classes, the personalization of instruction, the healthy relationships established with the VASS staff, the staff's persistence in reaching out to connect with them, and the participants' ability to focus on their future endeavors. The participants saw these VASS programs as a viable option for students entering high school. The participants mentioned the importance of belonging and connecting with both the VASS staff and students. Even when they were unable to attend school due to complex reasons such as mental health concerns, the staff still reached out to check in with them and encouraged them to return. These participants see their time at VASS as being instrumental in helping them to graduate. [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.]