In 2003, 37 adult literacy students were interviewed within the context of a qualitative study of two community-based adult literacy programs in Manitoba, Canada. In addition to sharing their perspectives on these programs, the students proffered information about their own regular school experiences and why they left without graduating. Several students reported positive school memories, but most had been bitterly disappointed for a variety of personal and school-based reasons. This article explores these adult students' recollections of regular school, as a catalyst for suggesting ways to make high schools more accommodating of students who are at risk of dropping out.