The purpose of this study was to seek perspectives from high school graduates on their senior year and, from their input, identify ways to make the last year of high school more worthwhile for all students. A 48 question survey was administered to a random sample of graduates from a southwest Oklahoma high school. Self-identifying on the basis of gender and ethnicity, respondents were asked questions concerning how they perceived the academic rigor of their senior year and how it could be improved. Data were statistically measured using a series of two-way ANOVAS, a Person's Chi Square along with descriptive statistics. With p < .05, results indicated a statistical difference in enrollment of Caucasians vs. non-Caucasians in Advanced Placement courses during high school. There were also significant differences between ethnicities in the way students felt about early graduation and between genders in how hard students worked their senior year. Females took more rigorous curriculum and were more involved their senior year. Respondents indicated they graduated prepared for college or work, but the senior year was not harder than any other year of high school and not as difficult as the freshman year of college. Real-life experiences such as Senior Projects were strongly advocated.