Deborah E. Schweikert-Cattin

A 15-step process for self-directed learning, previously developed by the research, was implemented and evaluated over one semester in an existing alternative high school in Mesa County (Colorado). The process provides a structure to guide students through self-directed learning as they earn school credits. Students' experiences and behaviors were evaluated via a questionnaire completed at the beginning and end of the semester. It was found that students went through stages of becoming self-directed and developed positive attitudes toward schooling when they had choices about how, what, and at what pace they learned. Students responded positively to teachers whose role was to facilitate the self-directed learning process and to act as a resource and a source of support for students. This article supports the idea that high school students who have not succeeded in traditional schools may respond positively to self-directed alternative education programs.