This qualitative case study was conducted to address the problem of the effects of learned helplessness on students' success in the classroom. The purpose of this qualitative case study was to determine the teachers' perceptions of learned helplessness and its effect on student success in one alternative education program and what, if any, interventions they are currently using. The guiding theoretical and conceptual frameworks were that of learned helplessness, best practices for exemplary alternative schools, and learned resilience. Administrators, teachers, students, parents, and society are all impacted by the problem of learned helplessness. Learned helplessness follows students into adult life. It causes them to become disenfranchised with the education process and with basic survival skills in adulthood. A questionnaire, focus group discussion, and individual interviews were used to gather data about the perceptions of teachers concerning the effects of learned helplessness on student success in the classroom. The participants were certified teachers currently teaching in the alternative school selected. The data was coded and analyzed to look for themes related to the two research questions. The first research question was, "What are alternative school teachers' perceptions of the impact of learned helplessness on alternative school student success?" The second research question was, "What interventions are currently being used in an alternative school to help students overcome learned helplessness?" In answer to the first research question, the participants stated that they perceived learned helplessness as a barrier to success for students who suffer from it. In answer to the second research question, the participants discussed several interventions they had used to help students with learned helplessness become reengaged in their education and successful in the classroom. The findings from this study may be used to help administrators complete similar research to learn what their faculty members perceive about learned helplessness in relationship to student success. Future recommendations for research include further studies to determine the success of specific interventions mentioned by the participants of this study. [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.]