Teachers and administrators in public high schools recognize there is a dropout problem, know they are confronted with daunting challenges in classrooms and in schools, and express strong support for reforms to address high dropout rates. Yet, less than one-third of teachers believe that schools should expect all students to meet high academic standards, graduate with the skills to do college-level work, and provide extra support to struggling students to help them meet those standards. Although more than half of principals believe schools should hold these expectations for all students, significant majorities of both teachers and principals do not believe that students at risk for dropping out would respond to these high expectations and work harder. The authors' data, focus groups and colloquium indicate that the views of many teachers are shaped by what they see in the classroom, particularly among students who show low skill levels and weak motivation late into high school. Teachers, in large part, believe that they and their students are not receiving the necessary resources and supports. As a result, many teachers are skeptical about the possibility of educating every student for college. (Contains 117 notes.) [This report was prepared for the AT&T Foundation and the America's Promise Alliance.]