We examined the effects of an alternative classroom structure on self-efficacy and engagement of ninth-grade students who placed substantially below grade level in mathematics. We considered whether targeting both academic and social needs of these students would increase their self-efficacy and engagement by way of four teaching effects: teacher-student relationship, teacher-curriculum, peer-curriculum, and peer influence. Interviews and observations were used in a case study design. Results of participation in the alternative course revealed an increase in both self-efficacy and engagement. Results indicated that these ninth-grade students recognized and acknowledged the gaps they had in their mathematics understanding. Additionally, they willingly worked in order to close those gaps. Furthermore, results showed that self-efficacy and engagement behaviors occurred across all four teaching effects.