This study is a phenomenological analysis of the experiences of members of an Individualized Education Plan (IEP) team when an appreciative approach is taken during the IEP process in a middle school in rural New England. The specific phenomenon studied is individuals' experience when student strengths are discussed explicitly as an IEP is developed for a student. This study seeks to answer the following question: How do IEP team members describe their experience when an appreciative approach is taken during the IEP process? This study investigates theoretical frameworks of Positive Psychology, Social Learning Theory, Hope Theory, and scholarship from appreciative inquiry, growth mindset, and resilience (Bandura, 1977; Cameron et al., 2013; Cooperrider et al., 2008; Dweck, 2006; Snyder, 1994; Truebridge, 2014). [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.]