Alternative education is broadly defined in the United States and includes variability around reasons for enrolling, choice in attending, and experiences once enrolled. In order to better understand these factors within alternative schools, this qualitative interview study, based in critical theory, included 22 current and former students from 12 separate alternative schools to center and capture their experiences. Findings revealed that students enrolled for a variety of reasons that were multidimensional and included: seeking a more supportive environment, addressing mental health needs, needing academic support, enduring outside-of-school stressors, and experiencing attendance issues. In terms of choice in attending, findings varied from participants reporting a high level of autonomy in the enrollment process to a low level of autonomy. Once enrolled in an alternative school, participants had differing academic, social, and teacher/student experiences. Finally, this study applied critical tenets of the least restrictive environment (LRE) in special education to alternative school settings in an attempt to bridge current understandings within these two educational constructs. [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.]