Continuation education programs have increased over the last fifty years and the fact that there is a gap in knowledge on how they serve students is of great concern as they enroll a marginalized student population (Kelly, 1993; Malagon, 2011). This exploratory qualitative case study draws on narrative profiles to illustrate the experiences of Esteban, a Latino male, attending an urban public continuation high school in one of the largest school districts in the nation. This study draws on a larger sociocultural framework and ecological theories to understand how Esteban navigates various ecological spaces (i.e. home, school, and neighborhood) and how they shape the way he engages in continuation school (Bronfenbrenner, 1979; Figueroa, 2016; Smith, 2002; Vygotsky, 1978). Esteban's narrative profile highlights the support and challenges within the various ecological spaces and how they unfold during the process of reintegrating into school. This study contributes to the literature as the narrative of Esteban challenges the deficit frame on continuation schools and it documents the collective action of his family, caring educators, and community partnerships that have advocated for him to reach his academic goals. Further policy, research, and practice implications are explored to support students in alternative schools and programs.