Effective classroom management skills are critical in supporting students' academic, social, and behavior development in schools. However, teachers often report support with classroom management as their greatest need. Given this concern, effective and efficient strategies are needed for teachers and school staff dealing with class-wide behavioral difficulties. The purpose of this study was to assess the effects of the Good Behavior Game utilizing ClassDojo on class-wide academically engaged and disruptive behavior. A withdrawal design was used to evaluate the effects of the intervention on the behavior of students in four seventh and eighth grade classrooms. Measures of teacher perception of social validity and student perception of acceptability were also obtained. Overall, results indicated the intervention procedures were effective at increasing student academic engagement across four secondary classrooms, were considered socially valid by participating teachers, and were acceptable to secondary students. Impact Statement: Few studies have evaluated class wide interventions in secondary settings, despite a clear need for such supports. The current study found the Good Behavior Game to be effective when implemented with ClassDojo, with procedures found to be socially valid by teachers and students.