This report describes results of focus group evaluation of the first year of Georgia's CrossRoads program, an alternative public school program to provide chronically disruptive, committed, and/or non-attending students (grades 6-12) with the social services and individualized instruction they require and to make the public schools more secure by removing chronically disruptive students from the regular classroom. The program served over 3,400 students across the state during its first year. Eighteen focus group meetings were held with students, administrators, and teachers (in separate groups) in CrossRoads programs at 6 sites. The focus group data revealed two main themes: the importance of community, including the properties of program as community, program connections to the outside community, and perceptions of the outside community; and program administration, including the properties of commitment, flexibility, student selection and placement, transition and reintegration, and affective and academic changes. Recommendations urge that: (1) criteria for defining and indicating program effectiveness be developed; (2) program information clearly defining mission, goals, and purposes be disseminated; (3) possibilities for staff development be investigated; and (4) issues of transition and integration be investigated. Appended are maps, the focus group protocol and interview questions, and information forms used. (DB)