An examination of the literature on the characteristics of at-risk students largely cites demographics, socio-economic factors and minority status as identifying factors (DeRidder, 1988; Green and Scott, 1995; Peng, Lee, and Walberg, 1992; Rodriguez, 1997). According to the National Center for Education Statistics (1994), minority students of low socio-economic backgrounds are, in fact, the largest at-risk group. While many at-risk students succeed because of their resilience, there is a growing population of non-minority, suburban, middle or upper income level students who are dropping out of school. Many of these seemingly "advantaged" students may lack resilience as described by Catterall (1998) in his examination of the factors predicting dropout behavior. A limited number of research studies directly address non-minority, suburban dropouts, their characteristics, and their reasons for dropping out. Based upon Westfall and Pisapia's (1994) framework of resiliency, this study focused upon those students who could be considered "nonresilient." Specifically, this research examines the attributes of non-minority, suburban, middle class dropouts who had achieved no failing grades in core academic courses through the eighth grade. (Contains 1 table and 2 figures.)