The purpose of this study was to determine whether a combination of three factors: (1) a reduced student teacher ratio (class size education); (2) a mentorship program and (3) a varied curriculum, via use of the multiple intelligences would successfully improve secondary at risk youths' high school graduation rates. The graduation rate and GED test scores of students ages 16-18 who attended the National Guard Youth Challenge Academy in various parts of the country were analyzed. This study also analyzed the administrators' perspective of the Academy's curriculum along various facets, including the three main criteria previously listed by means of a survey. Along this realm, the study determined that both students and school administrators found that the following three components were beneficial towards the at risk youths' academic success: a) a reduced student to teacher ratio that allowed for one on one tutoring b) a stable and productive mentorship program and c) a curriculum that provides for the multiple intelligences to be exercised--especially in terms of outdoor activities and computer skills. This study discovered that for this particular school system, the three key components listed above were academically and socially advantageous to the youths who were considered as being at risk of social and academic failure. [This dissertation was presented to the Graduate School of Argosy University in partial fulfillment of the requirements for the Degree of Doctor of Education.]