The purpose of this study was to determine the effect of elective participation in one of three implementation year Career Academies, Education, Entrepreneurship, or Finance, on upper-class high school academic grades, Grade Point Average, and school academy participation measures. Significance of the junior and senior year of high school, the meaning of a high school diploma and graduation requirements, and the connection to preparation for postsecondary studies and the world of work, career readiness, have become a focus of high school improvement efforts throughout the country. The implementation of the Millard Public Schools Career Academies in August of 2009 was an answer in providing an additional opportunity for students interested in pursuing college credit within a specialized field of study as called for by two of the district Strategic Plan strategies including the utilization of instructional best practices, formative and summative assessments, and student data designed to ensure high achievement for all students and all demographic subgroups and the development of innovative approaches to motivate and educate those students who learn in nontraditional ways. Participating students who completed both semesters (N =33) within the Education (Millard West), Entrepreneurship (Millard South), or Finance (Millard North) Academy during this implementation were included in this study. Students attended their home school for half of the day and their academy school for the other half of the day with some of the students remaining in their home school for their academy experience. For the purpose of this study, students were grouped into three academic levels based on district academic measures using the results from three of their high school Essential Learner Outcome (ELO) Assessments including math, reading, and analytical writing, all taken prior to their eleventh grade year. While all participating students had met the standard for these assessments, the academic levels served as the grouping basis for this study. Students met the goal of being a representative group from the district in that there were different levels of academic ability represented and each academy included students from the other high schools. The results of this study supported that student success after the first year of the implementation of the career academies was experienced by students within all proficiency levels. [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://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]