This paper reports on a study of high school dropouts ages 16-24 in a rural county in Illinois. Specifically, the study reports on descriptive data pertaining to high school dropouts, focusing on those who chose to return to education; changes in student views and perceptions regarding education; and efforts by the school system to encourage dropouts to return to school. Surveys were completed by 115 dropouts who had either returned to high school or were enrolled in a GED program or vocational/training program. In addition, in-depth interviews were conducted with 52 dropouts, including 12 who failed to return to education altogether, and with principals, counselors, and teachers. The proportion of minority dropouts was slightly higher than their representation in the student population. In addition, the proportion of special education students among the dropouts was twice their proportion in all secondary students in the county. Few dropouts interviewed reported success at work, starting a family, or having a good time. These experiences along with changes in personal views and attitudes regarding educational benefits prompted students to return to education. However, those who returned to high school returned to the same environment that they had left, in many cases with memories of failure and frustration. Therefore, it was not surprising that only 35 percent of dropouts returned to high school, while 60 percent returned to a GED program. Students who failed to return to education faced severe or complicated obstacles, such as age, substance abuse, or extreme delinquency, that made returning almost impossible. Other reasons for not returning included childcare needs, viewing work and money as a priority, and perceiving school as unchallenging or boring. Interviews with principals, school counselors, and teachers revealed that the school system did not prevent dropouts from returning to school should they chose to do so, but had no policies about establishing contact with dropouts to encourage or attract them to return. Includes recommendations for addressing the needs of dropouts. (LP)