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This paper analyzes and interprets the narratives about the education experience of two students who have continued their schooling in a commissioned alternative educational institute because of their maladjustment at regular school. Their narratives are about their experiences of maladjustment and dropout crisis at regular school, the process of selecting a commissioned alternative educational institute, the comparison of experiences of learning and ordinarty lives at regular school and commissioned alternative educational institute, the lessons learned from the experience of commissioned education, and their intention to return to regular school. This narrative inquiry discloses how students overcome the crisis of school dropout and reconstitute their experiences of school readaptation process in a commissioned alternative educational institute located in the bridge between public education and alternative education. This narrative Received (November 13, 2017), Review Result (December 7, 2017) Accepted (December 8, 2017), Published (January 31, 2018) Dept. Social Welfare, Daeshin Univ., Gyeongcheongro 222gil 33, Gyeongsan-si, Gyeongbuk, Korea email: kaskym@gmail.com Dept. Education, Yeungnam Univ., Daehankro 280, Gyeongsan-si, Gyeongbuk, Korea email: karmashore@gmail.com A Narrative Inquiry on Adaptation Experience in Commissioned Alternative Educatonal Institute of Students in Dropout Crisis Copyright c 2018 HSST 382 inquiry can provide an opportunity to reveal one of the section of individual maladjustment of students who are ubiquitous in the public education of Korean society, and to check the alternative status and meaning of the commissioned alternative educational institute as a solution to school maladjustment.