Students with high incidence disabilities are dropping out of high school at alarming rates. Compared with other demographic groups, students with disabilities have the lowest graduation rates of any group in the nation. The substandard graduation rates have remained stagnant for two decades, indicating that programmatic attempts to address the issue have not been effective. Alternative schools are a popular intervention for students with high incidence disabilities and many have shown success with this population. This case study explored the influence of two school related ecological factors on student decision-making, from the perspectives of high school seniors identified as having a high incidence disability, who were on track to graduate in the 2022-2023 school year. Utilizing ecological systems theory as the theoretical construct, the following research questions were addressed in the study: What is the influence of school climate on the persistence of students with high incidence disabilities? What role does a sense of self-efficacy in the school environment play in the persistence of students with high incidence disabilities? It was concluded that a positive school climate was essential to the persistence of students with high incidence disabilities. It was also determined that not only does a sense of self-efficacy contribute positively to the persistence of students with high incidence disabilities: a lack of self-efficacy in the school environment contributes to a lack of persistence of students with high incidence disabilities. [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.]