Many students who do not complete high school perceive their home and family lives as troublesome (Kearney & Levine, 2014). Academic, interpersonal and intrapersonal challenges threaten the future of these Non-completers (Bowers & Sprott, 2013; Hawkins et al., 2013), however available supports can aid students toward positive educational and professional outcomes (Neel & Fuligni, 2013; Skinner & Pitzer, 2012). As such, not all Non-completers permanently separate from their academic trajectory; some students eventually demonstrate the resilience necessary to re-engage academically. Academic re-engagement programs are a valuable support system for reconnecting students to both short-term and long-term goals (Millensky et al., 2014), yet there is limited understanding of how perceptions of family support influence these students, as they pursue academic re-engagement programs. This study combines the PVEST model (Spencer, 1997) and Harper's Anti-Deficit Achievement framework (2006) to explore how perceptions of family support and family barriers influence the academic and career goals of youth who reemerge on their educational pathway via available programming. Using a sequential explanatory mixed method design, two national data sets were used to understand the influence of perceived family support on high school re-engagement: The High School Longitudinal Study of 2009-2016 examined the responses of 729 high school Re-engagers, as compared with 1,985 Non-completers; and The Gateway to College Study of 2015 explored the interview responses of 19 Re-engagers. Significant potential for academic growth was found among high school Re-engagers despite having momentarily paused schooling. Findings showed Re-engagers to have strong perceptions of family support, but might require increased perception of family/adult care. Results of One-way ANOVA testing showed a significant difference in the highest degree of education expected between Completers, Non-completers and Re-engagers, using an ascending scale from Associate degree, Bachelor's degree, Master's degree and PhD. Furthermore, when compared to the means of high school Completers and Non-completers, Re-engagers displayed the highest average degree expectations for themselves, while simultaneously perceiving the highest average degree expectations from their families (on a scale from Associate degree--PhD). Overall this study seeks to challenge the stigma placed on non-completion and student re-engagement, reframing the way we view, describe and address students formerly labeled as dropouts. [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.]