This communication will present the results of a study on high-school drop-outs, that has involved a whole community. Its members sought to understand the reasons that lead to higher rate of school drops-outs in their schools, compared to other schools with similar socio- economic characteristics. A partnership was developed between researchers and seven stakeholders groups representing the members of the community, in order to identify the perceptions that each stakeholder group had of the phenomenon, and to establish action plan possibilities. The concept of a learning organisation was also useful in helping depict the capacity this school had developed so far, in order to work upon its own change process. Thus, we are able to explore the community members' perception of school drop-out and the school's capacity of working towards a change. Problem statement and study questions This communication will present the results of a study on high-school drop-outs, that has involved a whole community. Its members sought to understand the reasons that lead to higher rate of school drops-outs in their schools, compared to other schools with similar socio-economic characteristics (Commission scolaire Au Coeur des Vallees, 2001). The researchers were invited to conduct a study in one high-school located in the rural sector of the Outaouais region. Two main questions were addressed in this study 1).Why do children leave school before completing their high-school education? and 2) What could be done to improve the situation? Theoretical framework: The study takes a systemic perspective in order to understand school drop- out phenomenon, which is why we chose to explore it through the different perspectives of actors involved in the situation. We used the responsive evaluation model (Guba and Lincoln, 1989). In this systemic approach, the community becomes involved in a collective reflexion process on the causes of school drop-out, as well as in the identification of concrete solutions to improve the situation. Methodology Seven stakeholder groups have been consulted during focus groups sessions, in order to better understand the claims, issues and concerns they express regarding school drop-out. The groups were formed by parents, high-school students, high-school drop-outs, teachers, school administration personnel, professional service personnel and members from the community. Each group was asked the same two general questions: 1).Why do children leave school before completing their high-school education? and 2) What could be done to improve the situation? The verbal exchanges between the group members and the researchers led to develop more specific questions, which allowed the clarification of the perspectives, concerns and claims of each particular stakeholder group. The communication will present the perspectives of each stakeholder group and will establish the similarities, as well as the differences between their points of view. Also teachers and administrators filled out a questionnaire based upon the theoretical framework of the learning organization (Senge, 1990); their answers added new dimensions to the verbal exchanges. We will also present the possible corrective actions that each stakeholder group has identified in order to allow children to pursue their schooling. Educational and scientific importance: The communication presents how a whole community engaged in reflective practice, a process allowing the members to better understand the different points of view as well as to work together towards changing the situation, and transforming their school into a stimulating and rich learning environment. References: Commission scolaire Au Coeur des Vallees, (2001). Notes de breffage. Unpublished document. Guba, E.G. & Lincoln, Y.S. (1989). Fourth generation evaluation. Thousand Oaks: Sage Pub. Senge, P. (1990). The fifth discipline. New York: Doubleday