Cyber charter schools continue to emerge and bring new opportunities for individualized learning to students and families, and at the same time, have a financial impact on the home school they left. However, some students return to their home school after trying cyber charter options. This study explored what motivated students to leave their home school and sought to understand the strategies adopted by districts to regain those students who disenrolled for a cyber charter school. Using qualitative methods in a descriptive multi-case study, this study examined why high school students disenrolled for cyber charter school and ultimately decided to return to their school district-of-residence by speaking with administrators, specifically principals, of the home school. Data were gathered through a survey, followed up with a qualitative method approach consisting of semi-structured interviews to examine participant perceptions of motivating factors as well as strategic interventions. Students returned to their home school for connectedness, academic and extracurricular opportunities, and general dissatisfaction with the cyber charter school. The study revealed that school districts did not have a process in place to specifically target students who are considering attending a cyber charter, nor was there an effective process used to convince students currently attending a cyber charter school to return to the school district-of residence. [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.]