This dissertation examines the perceptions of parents who open enroll their children in an alternative public school by diving into the lived experiences of these individuals. The research is grounded in three theoretical frameworks: Parent Involvement Theory (McCurdy and Daro, 2001), Rational Choice Theory (Adler et al., 2014), and Market Theory (DiMartino & Jessen, 2016). In Ohio, 80% of school districts have some sort of policy allowing open enrollment which impacts nearly 85,000 students (Straver and Deng, 2021). Previous studies suggest that involved parents (McCurdy and Daro, 2001) will choose the best options for their children if they think that an alternative educational setting is right for them (Adler et al., 2014). Using a mixed-methods approach, a profile was created on the sample district and data from a questionnaire on the enrollment form was analyzed using open coding. Qualitative interviews were scheduled with seven participants where the data was later analyzed using open coding. At the conclusion of the study, three main themes emerged: Positive perceptions of the district, Proximity to the district, and Academic and Extracurricular Activities. Parents also noted the importance of word-of-mouth communication regarding the school district and its reputation when choosing the sample district for their child. [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.]