The present study investigated teachers' perceptions of the effects of school-based extracurricular activities on academic achievement, attendance, and behavior issues in a New Jersey School District. High school teachers within this school district (N = 88) were asked to complete a questionnaire. This questionnaire was a concurrent, embedded mixed-methods approach and the questionnaire included a seven-question multiple-choice demographic questionnaire, five open response questions, and 20 Likert scale questions pertaining to a teachers’ student population and experience in the classroom. The results of this study indicated that 87.88% of the participants either agreed or strongly agreed that participation in school-based extracurricular activities teaches valuable lessons to students, such as time management, teamwork, individual responsibility, and accountability. This translates to grades, attendance, and discipline referrals (M = 4.30, SD = .72). One of the conclusions of this study is that the teachers in this sample believe that students who participate in school-based extracurricular activities achieve better grades in the classroom, have higher attendance rates, and receive fewer discipline referrals. More research is needed to better understand the impact of participation in school-based extracurricular activities and its effects on students’ grades, attendance, and discipline referrals. Keywords: Extracurricular activities, grades, attendance, discipline referrals