A student's sense of understanding is extremely important as it relates to school inclusion, connectedness, and overall success. However African American and Latino students, who are subjected to higher rates of school removal than other student populations, are placed in alternative settings, and as a result, experience difficulty reintegrating back into their traditional community school settings. Semi-structured interviews were conducted with ten participants who interacted with an alternative learning program located in a school district on the eastern side of the United States. Transcripts were analyzed using case study as the research approach and Ecological Systems Theory (EST) as the theoretical framework. Two major themes emerged: factors that impede student reintegration at community schools and factors that enhance student success at an Alternative Learning Program (ALP). These findings, grounded and substantiated in literature, indicate that students, particularly African American and Latino, face significant barriers that impede the ability of these students to return to an inclusive and immersive experience at their community schools. Additionally, participants revealed that African American and Latino students benefit from the structures and relationships that are established at the ALP, and these factors increase students' success, future care options, and overall sense of understanding. These findings are of relevance to students, families, teachers, school administrators, and district leaders as conversations continue about discipline practices and school inclusion. [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://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]