This study investigated the relationships between social and emotional learning factors and course failure for 9,308 7th-9th graders. Student self-report measures of social and emotional learning (SEL) and biographical factors (ACT® Engage® Grades 6-9) were analyzed through multiple regression models with propensity score weighting techniques. The results showed that given a sample of 7th graders, the increase in academic discipline, optimism, and orderly conduct, as well as having parents/guardians with higher educational degrees and expected educational degree from family could reduce the likelihood of course failure. Further, students who reported failing a course in grade 7 demonstrated lower SEL factors in grade 8; similarly, students failing a course in grade 8 demonstrated lower SEL factors in grade 9. Finally, for 7th graders reporting a failed class within the last year, an increase in SEL factors was shown to prevent additional course failures in grades 8 and 9. Interventions helping students who have failed a class to develop their SEL skills and how SE information can be used in early warning systems to help identify at-risk students are discussed.