Interest in the dropout is running at an all-time high. Educators, social scientists, legislators, and the citizenry are concerned with what has come to be defined as a major social problem.' Many local and a number of national programs have been developed to stem this tide of withdrawal, which has reached several million in a given year.' Moreover, research has been undertaken to investigate the types of persons who withdraw, the demographic characteristics of those dropping out, and the financing, curriculum, and programming of the educational system. The publications are so numerous that even bibliographies have been devoted wholly to the topic.2 Yet, a review of the literature reveals that there is little in it wherein the dropout speaks for himself and presents his side of the story.