This study evaluated a special education program designed to educate emotionally vulnerable high school students. Public schools face a unique challenge to educate students with varying disabilities and individual struggles. When a student possesses academic skills but cannot demonstrate them in a traditional classroom setting due to social and emotional factors, special education may be utilized to support their needs through an individualized education plan. An environment that supports students with emotional dysregulation, school refusal, and poor grades must look different than a typical special education classroom. Using a mixed-methods approach, this study combined quantitative analysis of archival student data with qualitative interviews with teachers to evaluate one high school's special education program. The findings indicate that students' grades improved significantly, although attendance and discipline referral rates did not show significant changes. Because of the small sample size (N=18) and restriction of range for several of the variables, these results must be interpreted with caution. To supplement the quantitative findings, interviews with teachers from the program were conducted. Using Braun and Clarke's Thematic Analysis, seven themes emerged from teacher interviews, each of which highlighted a unique aspect of the program. Overall, findings from the interviews elucidated the teacher-perceived strengths of the program, including mitigating external factors that influence student performance that other school districts may want to explore. [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.]