This study examined the long-term effects of democratic education on alumni of Liberty School, an alternative learning community in rural Maine active during the 1990s and 2000s. It investigated how participation in a democratic school environment influenced students' civic engagement, personal agency, and development in adulthood, drawing on progressive educational theories by John Dewey and Paulo Freire, along with insights from scholars like Gloria Ladson-Billings, Michael Apple, and Dana Mitra. Using a retrospective case study methodology, the research involved in-depth interviews with former Liberty School students who reflected on their educational experiences. Participants attended the school for at least two years and had 20 years of post-attendance experience. The analysis highlighted the lasting impact of the school's democratic practices, particularly student involvement in decision-making, on their civic and personal growth. Findings revealed that Liberty School's democratic principles significantly influenced participants' ongoing critical inquiry. civic engagement, and commitment to social justice. Challenges related to peer accountability and scope of decision-making were also noted. The research supports integrating democratic education principles into modern pedagogy to cultivate active, informed citizens and suggests that democratic schooling contributes to a more just and equitable society. [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.]