Latino male high school students are not achieving at the level of their considerable potential. And, as a result, they are not graduating at rates comparable to other student groups. Although much research has explored this phenomenon, one component has been conspicuously lacking: the voice of the Latino “drop-out” himself. This qualitative study addresses this void by allowing Latino males, who have dropped out or who are on the brink of dropping out, to speak for themselves. Their perspectives provide a reality-based foundation upon which educators can build pedagogical programs that work with, not against, the Latino male students.