This paper explored the nature of alternative education in Texas public schools. Within these learning environments addressing both academic and social literacy is of utmost importance and can be achieved through individualized instruction and attention to goal-setting. The recommendations of this paper were specific to the experiences of an English language arts and reading teacher who served 11th and 12th grade at-risk students within an alternative high school in the Texas Panhandle. The purpose of this paper was to indicate how attending to these aspects of alternative education helps encourage student success that leads to graduation.