Nationally, credit recovery has been used as a strategy to encourage and enable students to re-take previously failed courses needed to graduate. The School District of Philadelphia (SDP) offers both in-person and online options for recovering failed or missing credits required for graduation. This study provides a snapshot of the district's school-year credit recovery utilization--including eligibility, enrollment, and completion--using newly available data for high school students who entered the 2018-19 school year with a record of one or more failed courses. The authors first examine credit recovery eligibility in traditional high schools at the end of the 2017-18 school year. Then, the authors examine school-year credit recovery enrollment the following school year in 2018-19, among those eligible. They then examine course completion and pass rates among students who enrolled in credit recovery in 2018-19. The authors also follow students through 2019-20 to examine subsequent course-taking among those who successfully recovered credits the previous year. District stakeholders can use these findings to inform district and school credit recovery policies. In addition, the descriptive data presented here can be used to generate more specific research questions about which credit recovery options work best and for whom, and what supports are needed to ensure equity in course completion and pass rates for all students and all schools across the district.