The transition from a public middle school to a public high school represents a pivotal point in the educational trajectory of a student. To combat freshman transition challenges, school district administrators created Freshman Academy models. This study examines the impact of two Freshman Academy models, isolated and school-within-a-school, on student achievement and engagement in a rural East Tennessee school district. The researcher examined 2013-2018 English I and Biology I end of course Tennessee Value Added Assessment System assessments and former 2018-2019 Freshman Academy student survey responses of the Student Engagement Instrument survey on peer student support and teacher student relationships. The researcher found that no statistical difference existed between the two Freshman Academy models on student achievement and engagement. [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://www.proquest.com/en-US/products/dissertations/individuals.shtml.]