In this article, we share outcomes from the implementation of a ninth-grade academy in a large, comprehensive, Northern Plains, United States, school district. The article discusses the effectiveness of this reform in terms of the academic and social preparedness for students during the ninth-grade year and transition to high school. Findings include results from achievement data, student and parent surveys, teacher focus groups, and interviews with administrators and school counselors. In addition, we present implications of the study and recommendations for additional research. (Contains 1 table and 3 figures.)