This qualitative study explored the perceptions of student, teacher, and parent stakeholders of a successful rural Title I alternative school. There were 35 total participants in this study, and they contributed by completing an electronic questionnaire that asked them open-ended questions regarding their perceptions concerning the alternative school. Triangulation was used to compare and contrast the perceptions of the stakeholders within each group and across the three groups. Data indicated that all three stakeholder groups believed that the small setting of the alternative school, the extra attention students received from teachers, the presence of a self-paced curriculum, and the positive school culture all contributed to the effectiveness of the alternative school. Although some teachers agreed that challenges occasionally existed in the form of negative student attitudes, the struggle to become familiar with the self-paced curriculum, and the stigma of the alternative school, they nonetheless perceived the school to be an effective learning environment where at-risk students could find success. Students and parents agreed the alternative school provided an effective learning environment, citing the presence of helpful and caring teachers, a calm environment, a positive school culture, and the possibility of finishing classes early or on time due to the presence of a self-paced computer-based curriculum. These findings could help school administrators establish or refine highly effective alternative school programs. [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/en-US/products/dissertations/individuals.shtml.]