This study gathered from former students during grades 6th through 12th who had actively participated in the Business Professionals of America (BPA) program, sought to build on existing research on the benefits of participating in extra-curricular activities. The purpose of the research was to examine the extent to which participation in the BPA program deters students from anti-social and risky behaviors by influencing them to choose behaviors that are more socially positive. Data collection consisted of in-depth interviews and demographic questionnaires. Phenomenological data analysis procedures followed procedures by Creswell (2007) and Moustakas (1994). Twenty-one questions were created to determine if the BPA program had a positive impact upon the students. These questions were asked to examining the researcher's two questions posed in Chapter 1. Participants' responses to the first research question, "Does participating in BPA increase students' engagement in academic success?" revealed how the participant's engagement in the BPA program influenced their academic success in middle school or high school. Responses to the second research question, "Does participating in BPA decrease the likelihood of students' engagement in anti-social, risky behaviors?" revealed how the participants described their personal involvement in risky behaviors during their time in BPA. The study was conducted by interviewing 15 former students who shared their "lived experiences" of being a BPA participant. The participants consisted of six African American females, two African American males, two Hispanic females, four Hispanic males, and one Anglo female. All participants either participated in the program in middle school or high school for one or more years; one participated for five years. After grouping the interviews, certain themes were found. The themes found in each of the interviews were compiled in a numbered grouping the interviews, certain themes were found. The themes found in each of the interviews were compiled in a numbered spreadsheet for each participant. Study findings are presented as a description of the themes that emerged from individual interviews with the 15 participants who were former members of BPA. After analyzing the data, themes were recorded for use during the analysis of similarities and differences between participants and within individual data. Select quotes are provided to elucidate the experiences of the participants. This research is not meant to make a generalization for most students; however, a majority of the students in this study benefited immensely. The results of the study indicated that participation in BPA enhanced the overall academic and social experience for students and decreased the likelihood of engaging in risky behaviors. The BPA students interviewed discovered a sense of belonging, self-confidence, and gained a higher level of self-esteem because of participation in the program. This study indicated that schools would benefit from restructuring or including BPA into their curriculum. School administrators should encourage and support all students with an interest in business, technology, and computers as these skills are needed and valued in the workplace. In order to acquire a more accurate and detailed assessment of this phenomenon, further research is needed to investigate how active BPA members' involvement in other extra-curricular activities impacted their social and academic success. Participation in the BPA program causes a more positive outcome. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]