The METCO (Metropolitan Council for Educational Opportunities) program is the oldest and largest voluntary desegregation program in the United States. Formed over forty years ago by a group of African-American parents and community leaders, today it busses over 3,300 students from Boston and Springfield to 38 predominately white, suburban community schools. This study seeks to explore the perceived impact of the METCO program through the voices of ten participating high school students. In this descriptive qualitative case study, three areas of impact were examined, academic achievement, social/emotional development and personal implications. The findings indicated that the quality of the students' experiences depended upon the quality of their relationships with teachers and peers. While the findings indicated that Boston resident students believed they were getting a better education because of their participation in METCO, and they described the teachers as helpful, Boston resident students did not believe that many' teachers cared about them, understood the complexity of their lives or had high expectations for them. Boston resident students had similar ideas about their suburban resident peers, stating that their relationships were clouded with stereotypes and a lack of understanding. Boston resident students had complex notions about the role they played in their own achievement, but saw their parents as supportive of their educational endeavors. Racial/ethnic identity played a significant role in the daily lives of the students interviewed, particularly since students did not believe that most teachers and administrators had the abilities or the desires to address racial/ethnic stereotypes effectively when they surfaced. Additionally, the findings indicated that students' friendships both in school and in their neighborhoods in Boston were impacted by participation in the program. Implications from the findings included instituting practices policies and procedures that build relationships, foster positive racial/ethnic identity development, raise expectations, facilitate parent education, increase the number of students in the program, and increase the number of teachers of color and the offering of more culturally relevant courses.