The authors wish to acknowledge the contributions of Cindy Ola and Candice Small for their assistance with group facilitation and the design of control group activities. AbstractSchool engagement has been found to be a statistically significant predictor of academic success. Education researchers are particularly interested in exploring the factors that influence the ways in which students are engaged in the classroom. As the population of students in the United States has become increasingly multicultural, it is imperative that current research address the cultural influences that may be related to school engagement. This study explored how ethnic identity development and school engagement are related with a sample of African American girls in middle school. Twelve participants received 6 weeks of a cultural awareness group curriculum (Sisters of Nia) and 6 weeks of an informal girls group in this multiple group intervention study. School engagement, cultural style, and ethnic identity were measured throughout the group intervention.