Secondary alternative education options have become prevalent throughout the United States, offering struggling students an opportunity to earn a high school diploma; however, a gap in research exists in terms of success rates of alternative school graduates. The purpose of this quantitative study was to compare postsecondary success rates of alternative school students and their nonalternative peers. In this study, success was defined as full-time employment in a workplace, direct enlistment in the U.S. military, or full-time enrollment in a postsecondary learning institution. The research questions that guided this study compared successful outcome, employment, enlistment, and enrollment rates one year beyond graduation for both alternative and nonalternative graduates. The participants of this study graduated from two districts along the Illinois and Iowa border between 2014 and 2018. One cohort completed secondary coursework at alternative high schools and the other cohort completed coursework at nonalternative high schools. All participants agreed to be a part of this postgraduation survey as part of the Iowa Jobs for America Graduates (iJAG) classes they were enrolled in while attending high school. Using Chi-square tests of the preexisting survey data, this study determined there is no statistically significant difference between the postgraduation success rates of alternative school graduates and their classmates graduating from nonalternative schools. Furthermore, alternative and nonalternative graduates had statistically similar employment, enlistment, and enrollment success, which leads to the conclusion that postgraduation success is independent of secondary schooling type. The study adds to the existing literate on the positive effects of alternative school on graduation rates and the negative effectives on individuals who drop out. Based on the results of this study, it is recommended that all students in danger of not graduating on time have access to alternative schooling options, and school officials make it harder to quit school than to graduate. This research could be extended using a mixed methods or qualitative study to determine why post-graduation success is statistically identical for alternative and nonalternative school graduates. Future researcher can complete similar studies in additional locations and time periods, such as beyond the pandemic. [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.]