The study analyzed the responses to questions on three survey instruments that corresponded to the high school dropout rate among Hispanic ESL students at a high school in a major suburban school district. The study examined whether the high school dropout rate could have been prevented, if identification with the given curriculum was achieved by students. This school was chosen based on its location, percentage of Hispanic students enrolled, student achievement, overall academic proficiency level, and the lack of Hispanic representation among the staff. The factors researched and studied included: dropout rates of Hispanic students, absenteeism, lack of parental involvement, poverty level, race ethnicity, as well as teachers' perceptions about Hispanic students. This study was necessitated by the number of Hispanic students who did not pass the exit level requirements of the school. The findings were used to make recommendations for interventions that might help Hispanic students achieve at grade level and complete high school.