A suspension school for secondary students, established in the 1977-78 school year in an Arkansas school district has developed specific program goals and procedures. Following a discussion of the school's origins, this paper describes operating procedures, philosophy, support system, and student reaction. Suspensions declined considerably through the 1982-83 school year; they have increased somewhat since then but the size of the district has also steadily increased. A student's "sentence" at the school is determined by the principal. Individual programs are planned around school hours. After the student attends the minimum days required, a conference by student, parents, and principal reviews the student progress and decides if the student is ready to return to regular classes. Personnel strive for goals that include serving educational needs, providing a secure home base, promoting discipline, building positive self-image, and guiding students toward responsibility. In the view of school administrators, community support is a primary need in a suspension school program, and should involve a variety of organizations committed to serving local youth. Support from school organizations, personnel, and parents prevents the school from becoming isolated. Most students at the school face what they consider to be reasonable punishment and complete their assignments. The likelihood of a student returning once again is about one in four: the prospect of more returns diminishes rapidly thereafter. (CJH)