There are several school reform efforts that have been implemented based on the view that school environments supportive of children's and adolescents' basic needs to feel competent, to feel autonomous, and to feel related to important others within their social environments, promote positive functioning (e.g. Connell & Wellborn, 1991; Skinner et al., 1998). When these needs are met, students will be engaged with school, as indicated by positive emotion, interest, focused attention, and effort applied to schoolwork. Such positive engagement will, in turn, promote positive cognitive and emotional outcomes for students. Connell and his colleagues have developed a program, entitled First Things First, based on this motivational model. First Things First has been implemented and evaluated in all schools within one large urban school district and is currently in the process of being implemented in selected schools in additional districts. Although post-implementation evaluation data is only beginning to become available, there is early evidence of dramatic improvements in student engagement (including positive emotion) and academic outcomes (Institute for Research and Reform in Education, 1997).