The purpose of this qualitative descriptive study was to explore how 7th-12th grade teachers described their active and passive transfer of the social capital elements of social structure and individual actions to at-risk youths during the reentry process into the general classroom in a Southwestern school district. The theoretical foundation of this study was social capital theory by James Coleman. Three primary sources were used to collect data from a purposive sample to directly address the research questions. Twenty semi-structured interviews, 2 focus groups, and an open-ended questionnaire were administered to teachers who have had experience with at-risk youths who have participated or were currently participating in the reentry process back into the general classroom. Braun and Clarke's six phase guide for data analysis was applied to the data collected. The first research question centered upon how do 7th-12th grade teachers describe the transfer of the social capital element of social structure to students during the reentry process of at-risk youths into the general classroom. The second research question centered upon how do 7th-12th grade teachers describe the transfer of the social capital element of individual actions to students during the reentry process of at-risk youths into the general classroom. The findings offer insight into how teachers describe the transfer of social capital. The study stressed a purposeful student/teacher relationships, a comprehensive action plan, and providing support as critical to the reentry process for at-risk youths. [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.]