Data collected in a quasi-experimental, pre-posttest design study from Grade 9 students (N ¼ 197) was used to evaluate the impact of the evidence-based student success skills classroom program on Grade 9 completion rate and student engagement. Results from analyses of covariance revealed there was a statistically significant difference at posttest on Grade 9 completion rate between students who participated in the intervention (n ¼ 98) as compared to students who did not participant in the program (n ¼ 99).