School policies and interventions are implemented with the hope of increasing achievement, but that alone has not been found to support all students in accessing their potential (Savitz-Romer & Bouffard, 2013). The disparities that exist within the education systems provide unfair advantage to some students over others and this is seen across race, gender, socioeconomic status, and academic ability. Outside of mitigating academic challenge, providing support for all students in a way that allows for fair and appropriate education is the ultimate goal. There are other areas worthy of assessment and intervention that this study highlights, as they are linked with positive life outcomes. These include the psychological constructs, future mindedness, self-efficacy, and school engagement. Limited studies have researched these variables within the context of special education classification. The current study addresses this gap by examining the association between self-efficacy and future mindedness, and school engagement and future mindedness along with the degree of which special education status moderates these relationships. The sample includes 220 students from a New Jersey public urban middle school. Results of the study demonstrate that special education students report lower school engagement and future mindedness, when compared to students in general education. Additionally, a stronger relationship was observed between future mindedness and self-efficacy and future mindedness and school engagement for students in special education relative to their peers. Findings observed in the current study indicate that education status along with factors that come along with that, can strengthen or weaken the relationship between school engagement and future mindedness, suggesting that there is a need for interventions beyond academic supports targeting special education students. [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.]