This paper proposes a longitudinal study of Eastern Massachusetts secondary students from two culturally diverse locations beginning in the fall of 1986 and ending with their high school graduations in 1991 and 1992. After discussing dropout prevention strategies, the paper offers the following justification for the study: By following these students over a protracted period, this research should be a significant step in disentangling the effects of sociocultural background, the sense of belonging or not belonging to a school, and the precipitating events on students' decisions to graduate or withdraw. (JAM)