Students who do not experience a successful transition from middle school to high school are at risk for repeating ninth grade and possibly dropping out of high school. The purpose of this study was to better understand how extracurricular activity participation, focusing on marching band participation, impacts ninth grade transition. Guided by by the theoretical frameworks of ecological systems theory and person environment theory, this study asked: How do students who have participated in an extracurricular marching band program make sense of their experiences in relation to promoting academic, social, and emotional success during their ninth-grade transition? Using an Interpretive Phenomenological Analysis approach, five student members of the marching band at Baystate High School (pseudonym) were interviewed three times over the course of a summer break to better understand how marching band participation helps them make meaning of their ninth-grade transition experience. Every student that was interviewed each had their own unique experience. however, several common themes emerged which included: community inclusion, the power of friendships, personal confidence through knowledge, finding identity, personal responsibility, safety, and structure. Implications for practice and future research are discussed. [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.]