Antecedent-based classroom management strategies, including teacher-directed opportunities to respond (TD-OTR), have been identified and studied in the literature, but the link between those practices and student outcomes is still developing. This study describes a within-subject interrupted time-series analysis of the relationship between increased TD-OTRs and student-level behavior and academic outcomes. Results indicate a statistically significant positive relationship between increased TD-OTRs and student academic engagement and disruptive behavior, but not academic achievement based a standardized progress monitoring measure. Limitations and future directions are noted.