Alternative education literature is consistent with quantitative findings, negative accounts or the experiences of white working-class youth. This qualitative study utilized a phenomenological approach to explore the lived experiences of students and staff in an alternative school where predominately students of color persist, graduate from high school, and pursue institutions of higher education. A phenomenological approach was used, because this method provided deeper descriptions and insightful understandings of the participants' experiences.In this study, the sample population included: eight students, 11 staff members, one current principal and two former staff members. The data collection methods were: participant observations, interviews, focus groups, and documentation.The principal informed me that Effective Schooling Research was used to form the foundation of this school. I postulated that data gathered would reflect these correlates. This indeed was the case; however, students' and staff members' lived experiences extended beyond effective schooling correlates. I have identified five themes and strategies that, when employed, positively impacted the lives of students previously unsuccessful in traditional public schools. These findings included: Strong, Culturally Relevant, and Authentic African American Leadership; Effective Schooling Correlates; Culturally Relevant Interactions; Staff Members who were Warm Demanders; and Focusing on Non-Academic Needs.
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