The Content of Abstract in The Thesis： This study was to discern the relationship between the dropout students and their families and the reasons attributing to their drop-out. The phenomenal analytical method was employed to analyze the interactions between the dropout students and their parents and to explain the underlying meaning behind the interactions. Data on the three families involved were collected through semi-structural in-depth interview of the family members. Analyses were conducted by using the subject analytical method and discussion was approached from the viewpoints of the family systems involved. The underlying meaning of the family experience and the interactions among the children of each of the three families were derived from the intuitive answers provided by family members when they were approached by the questions raised. The backgrounds of the three families were primarily in agriculture or production of low cash crops, resulting in the families’ financial difficulty. While much effort was devoted to improving family financial conditions, caring for their children was neglected, creating a phenomenon “low caring and high authority” occurred in the interactions between parents and their children. This had a far reaching impact on the emotion and behaviors of children. Dropout students from farm families and their relationship with their families were stimulated or affected by negative incidents. Poor communication and inappropriate discipline were the major contributing factors to students’ drop-out or leaving families. Practicing agriculture required higher inputs of time, labor and efforts compared to other production practices. The time for interaction between parents and children was less. Therefore, the emotional demanding role in disciplining children played by parents was reduced and replaced by elder children. This role switch from parents to elder children caused resistance or uneasy feeling from other children being disciplined, which contributed to drop-out. In contrary, when the emotional demanding role were played by parents, children appeared to accept it better, particularly those care and encouragement from parents. This relationship between parents and children was more reasonable. Communication between parents and children in place of disciplinary actions was better able to create family harmony and stability. The emotion, behavior or adaptability of dropout students were usually affected by their experiences in set-backs or unforgettable incidents encountered in their lives. Dropout students might reacted with an anticipated defensive posture or striking back in their response to certain memorable incidents. In facing with negative incidents, dropout students might also respond with differential resistances to individual incident due to the differences in students’ personality and degrees of tolerence to set-backs. Dropout students’ motivation could be better enhanced by the caring and encouragement from teachers and parents. Keywords: Dropout students, family relations, family system, farm family, Thematic analysis