This dissertation examines the relationship between healthy adolescent development associated with school success in an alternative high school. The purpose of this qualitative case study was to examine the influence of educators who implement youth development strategies to equip students with the internal locus of control to take responsibility for their learning in an alternative school. The three primary research frameworks explored the relationship between student success and the amount of support they receive from adults to whom they feel they can turn to for help (Scales & Gibbons, 1996). This qualitative case study utilizes action research approaches and includes 12 surveys, a series of 10 interviews, and one focus group for six participants centered on how students in an alternative high school use their internal locus of control to achieve school success. The findings suggest four themes: reliability shield, emancipatory perspective, collective social change, and the resistance of deficit thinking, all which contribute to adolescent growth and development in the alternative high school. The study concludes with a recommendation to adopt the "Learn Plan Succeed" Framework. The development of this larger post-secondary strategy is centered on equity and is designed to ensure every student has the supportive, meaningful conversations they need to develop thoughtful plans for life after high school. [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.]