A Southeastern school district created freshman academies to assist freshman students with strategies and support they need to combat ninth-grade failure successfully, but little change was observed. The purpose of the study was to explore teachers' perceptions of the freshman academy's transition program structure, benefits, challenges, and effectiveness. The conceptual framework for this study encompassed elements of constructivist theory, which explains how children adapt to their environments and learn how to process information successfully. The research questions examined teachers' perceptions regarding the benefits, challenges, and perceived effectiveness of the freshman academy intervention program. The data for this basic qualitative study were obtained through semi-structured interviews with seven freshman academy teachers who volunteered. The data were open-coded and reduced to reveal six themes: learning in the academy is dependent on the teacher, learning in the academy includes distinct classroom practices, teachers report challenges with the freshman academy model, teachers have concerns about the freshman academy model, there are many advantages to the freshman academy model, and teachers build relationships that foster learning. Using the findings, a position paper was created with recommendations to strengthen the academy in the district. If the recommendations are implemented the transition program may increase communication and effectiveness of the working and learning environment and promote positive social change by increasing freshman persistence toward graduation. [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.]