This study, completed as a requirement in the Master of Science degree, was designed to examine the efficacy of an alternative physical education program on the perceptions of, and achievement for, “At-risk” students toward physical education before and after participation in the alternative curriculum. Furthermore, it compared achievement (end of term grades) of at-risk students in the program with the grades of students not enrolled in the alternative curriculum. The curriculum consisted of content in health-related fitness, adventure education, alternative games and sports, and use of community resources and programs supported through the police training division, and community recreation and educational activities. Participants (N=36) were coded as “At-risk” and assigned to the alternative program (“Academy”) in 9th grade physical education if they did not pass 8th grade, failed 9th grade, or consistently failed numerous classes; and if they were suspended frequently, tardy often, or accrued excessive detentions due to unsatisfactory citizenship and effort. There were 27 males and 9 females in the original group. The mean age of the participants was 15 years. Academy students attended physical education on alternating days, either 2 or 3 times per week, for 48 minute sessions. Field trips used extended time, and were scheduled throughout the year. At the conclusion of the program, students were provided a survey to identify the activities in which they participated (choice of 19 activities), and open ended questions regarding their preference for the “Academy” P.E. or traditional P.E. Open-ended questions asked for student opinions regarding changes they would make to P.E. in the future, what they liked about P.E., and their beliefs about achievement in the Academy compared to traditional physical education classes at this high school. Non-numerical unstructured data indexing, searching, and theorizing (NUDIST) (Richards & Richards, 1994) analysis was used to identify trends in responses from the open ended questions. Results led the investigators to conclude that the Academy was a positive influence and contributed to positive perceptions of physical education, that at-risk students prefer non-traditional physical activities, and that attendance in physical education was improved for students participating in the Academy, compared to their previous participation and achievement in a more traditional physical education program.