Many research studies support using students' opinions to improve schools (Bechtel & Reed, 1998; Campbell, Edgar, & Halstead, 1994; Corbet & Wilson, 1995; & SooHoo, 1993). In these studies, Klingner & Vaughn (1999), noted researchers in the area of student inclusion, demonstrated that using student feedback to evaluate teachers and programs was valuable in improving educational quality. The primary goal of this study was to use research findings to create a formal system or process "alternative" schools to use students' voices to improve their programs and services. Over the past three years, over nine hundred graduating students who attended one of 105 Alternative, Community, and Correctional Education Schools and Services (ACCESS) sites within the Orange County (California) Department of Education (OCDE) completed an exit questionnaire. The majority of these students had either failed in traditional schools, or they were on court-mandated probation requiring attendance in a court or community school program. Focus groups were also conducted to provide more descriptive information regarding students' perceptions of ACCESS programs. The results provided a foundation of quantitative and qualitative data about the opinions of ACCESS students. Overriding themes that emerged included: (1) ACCESS schools provide solid educational and service opportunities for students; (2) The difficulty level of classes should be increased; (3) Technology as a tool should be further integrated into the curriculum; and (4) ACCESS schools have some very gifted and dedicated teachers. One important additional value of this study was developing a process based on students' experiences that ACCESS Administrators can use for continued improvement and future plans.