Mental health screening in schools is a progressive practice to identify students for prevention and intervention services. Multiple gating procedures, in which students are provided more intensive assessments following initial identification of risk, are aligned with prevention science and poised to enhance multi-tiered systems of support. Yet, empirical evidence supporting this practice is limited. Using data obtained from an urban high school (N = 761), the authors investigated a multiple gating and informant approach and its ability to predict social-emotional well-being and academic performance. Screening results were predictive of well-being and grade point averages at an initial gate, with little to no added value at subsequent gates or with multiple informants. Implications for practice and future directions are discussed.