The purpose of this study was to focus on the dropout phenomenon by studying eight individuals' life-world experiences as student dropouts of the Lawrence County Alabama School System. This study (a) allowed early school leavers to share their perceptions of their school experiences, (b) identified factors influencing them be become early school leavers, and (c) uncovered the essence of youth disengagement from school.

A qualitative design using a phenomenological methodology was used to conduct this study. Purposeful criterion sampling strategies were utilized to select eight participants. The participants were former students of the 1995-2005 graduating cohorts who dropped out of school. Twenty-four interview sessions were conducted. Seven open-ended questions guided the interview sessions.

Five major themes emerged from the interview sessions. They were (a) a lack of support from school officials, (b) the absence of African American teachers and staff members, (c) a lack of parental involvement, (d) low self-esteem, and (e) a lack of knowledge---bad choices.

The major findings from these categories are provided that adults showed a lack of concern for students caused students to feel alienated from their school work, separated from the adults who try to teach them, and adrift in a world perceived as baffling and hostile. Furthermore, the absence of teachers of color is a major block to students of color moving forward. In addition, some rural parents have a sense of low self-efficacy. They shy away from becoming involved in their children's school. Finally, students who fail to graduate high school face a very bleak future. School officials should help students focus on the consequences of leaving school early.

This study will serve as a forerunner for other studies of the dropout phenomenon of the Lawrence County Alabama School System.