Social constructionism served as the conceptual framework for this study that used a qualitative interview design to investigate teachers' perceptions of their alternative schools' effectiveness in meeting their academic and behavioral goals for their students. The purpose of alternative high schools is to support students who are not successful in conventional high schools for a variety of reasons. However, they have not been as effective as initially hoped. In this qualitative study, 12 teachers, 3 each from 4 alternative high schools, were interviewed in order to understand their perceptions about how alternative high schools address student achievement, student behavior, program effectiveness, and administrative effectiveness. Research questions included (a) understanding teachers' perceptions of their schools' effectiveness in improving student achievement, (b) identifying the policies and practices educators use to promote innovative instructional strategies within the classroom, and (c) understanding the influence of administrators' work on teachers. Data were analyzed through coding and developing themes based on those codes. The results showed that teachers have a positive perception of staff development, their teaching efforts, administrative support, and team efforts, but they need assistance with providing innovative instructional strategies and putting consistent polices in place to address student behavior and discipline. This study will promote social change by helping teachers and administrators in alternative schools develop more effective policies and practices to improve the learning and behavior of at-risk students so they can complete high school.