The purpose of this phenomenological study was to explore the perspectives on engagement of students who had passed Model School Math (Integrated Math 1 or Algebra 1) and graduated within the years 2015 to 2019 from a Model Continuation High School in California. This study sought to discover the strategies, policies, and procedures which best supported at-risk students and adequately prepared them for college and career after attending a continuation high school. The theoretical framework used for this study was flow theory. This phenomenological qualitative study was conducted in one school district with students who attended a single site. Each student was behind on Math credits when they enrolled, and each student was able to pass their Model School Math class. In an effort to discover the student perspective on how support in math was manifested, students who graduated from 2015 to 2019, were asked to participate in an in-depth, semi-structured interview. Two conclusions were reached because of this study: (1) support for students in Model School Math must be provided in an inclusive learning environment, and (2) a Model School Math teacher needs to demonstrate care and helpfulness in their interactions and relationships with students. The conclusions developed from this study will be used to help schools identify the strategies, policies, and procedures that best support at-risk students to learn and attain a passing grade in Model School Math. These supports will enable more at-risk students to achieve and enable them to be competitive in the Knowledge Age and in their pursuit of college and career goals. [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.]