This phenomenological case study explored student experiences in a technology-based credit recovery program at several central Texas high schools. Students shared their perceptions about utilizing technology-based credit recovery environments. Participants in this study were ten high school graduates who had completed credit recovery courses at high schools within various central Texas districts. The participant interviews were electronically recorded using lapel microphones, verbatim transcribed, reviewed for accuracy, thematically coded, and summarized. Findings included flexibility for academic support, student academic perseverance, supportive staff, school assigned technology, technological limitations and high student stress levels. Understanding the profile of a credit recovery student and an at-risk student, serves to illuminate best practices for technology-based credit recovery courses. Students enrolled in a technology-based learning environment have individual learning needs, and understanding the specifics of each student allows for differentiation by classroom facilitators and supports by district and campus administration. [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.]