Limited research had been conducted on the role extracurricular activities had on school culture. Even less was dedicated to how middle school educators perceived how extracurricular activities influenced school culture. Due to the lack of overall research, further research was necessary to develop a better understanding of the influence of extracurricular activities on school culture, more specifically the Safe Supportive Schools Model's engagement and environment elements of school culture. The purpose of this basic interpretive qualitative study was to examine educators' perceptions of the influence extracurricular activities had on the Safe Supportive Schools Model's engagement and environment elements of school culture at two Title I middle schools in south Alabama. For this study, I conducted a document analysis on the extracurricular activities provided by each school, and I used an email list provided by each school's principal to email a questionnaire. I analyzed the extracurricular activities provided and the number of students who participated in each. I then coded the questionnaire responses from 12 participants. Six themes emerged regarding educators' perceptions of the influence extracurricular activities had on the Safe Supportive Schools Model's engagement and environment elements of school culture. I formed three themes from the engagement element: student engagement, shaping school culture, and educator involvement and support. I formed three additional three themes from the environment element: student development, instructional environment, and physical health and wellness. [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.]