This paper discusses alternative schools that serve students with special needs. The evolution of alternative education is outlined and several kinds of alternatives are discussed: schools for the gifted, the vocationally-oriented, and the disruptive, and multiethnic and basic skills programs. Alternative schools for problem students appear to be the most feasible of these programs for most districts. Research is reviewed that indicates that although academic achievement improvements are modest for problem students in alternative programs, attitude changes are significant. Students seem to develop positive attitudes toward themselves and their schools. The research review concludes that additional experimentation with alternative education is needed. The paper concludes with several recommendations to facilitate the successful implementation of alternative programs: (1) the schools should be funded at the same level as other district programs; (2) schools should be implemented within existing school structures; (3) program and curriculum goals should be clearly defined and utilized; (4) implementation should involve clearly defined and documented procedures; (5) mechanisms for evaluation must be included; and (6) a commitment to the success of alternative programs and a willingness to persevere are required. (Author/JM)