The purpose of this study is to analyze what impact the school-within-a-school alternative education program has on the at-risk students who participated in them. Although previous research has shown the positive impact of alternative education programs on at-risk students, it has not shown how specifically the school-within-a-school alternative education program model impacts at-risk students. It would be useful to know how the school-within-a-school alternative education program impacts levels of expectancy and feelings of separation in at-risk students. This study addresses the gap in the existing literature. The current investigation investigated how the school-within-a-school alternative education program is perceived by students who are at-risk. Interviews conducted with participants were triangulated with analysis of school attendance, academic, and behavioral records and also interviews with program instructors and an outside licensed professional counselor (LPC) who provided behavioral counseling for participants in the Succeed program. Participants in the research reported an overall good experience in the Succeed program and credited the program for their current path and past academic success. Fifty percent of participants graduated a full year earlier than traditional graduation paths and 100% of participants acquired more academic credits during the year in Succeed than is expected in the traditional track. Describing strong relationships and increased academic, social, and emotion supports, student participants demonstrated success in their academics and development of increased coping skills. [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.]