This phenomenological study examined the lived experiences of high school alumni to understand how and when high school students perceive educator care. A growing body of research points to the importance of the perception of care for optimal student achievement to be attained in a high school setting. Participants of this study were surveyed, interviewed, and asked to participate in a focus group to address the research question, "What do lived experiences of recent alumni of an urban, relationship-focused, public, not-for-profit charter high school in California reveal about students' perceptions of care from high school educators?" The lived experiences collected were processed through coding and thematic analysis. Seven themes illustrating what educators should do for students to perceive care emerged from the process. The themes were 1) ensuring students feel seen, heard, understood, and valued, 2) creating an environment and culture that allows students to feel safe, exhibit vulnerability, and be their authentic selves, 3) displaying a willingness to give time, flexibility, and agency to support student needs, 4) demonstrating fairness, 5) exhibiting passion and care for the class and subject, 6) curating a curriculum that feels effective, appropriate, and meaningful to student learning and growth, and 7) holding high expectations for students. The findings of this study provide insight into what educators should focus on to ensure students perceive they are cared for. [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.]