In this article, the authors discuss how school counselors at two middle schools identified and intervened with eighth-grade students who were at risk for academic failure using the Student Success Skills (SSS) small-group curriculum (Brigman, Campbell, & Webb, 2010). Participants reported significant increases in self-regulation and perceived competence for learning. The authors present results of the intervention, including (a) process, (b) perception, and (c) outcome data, and discuss implications for school counselors.