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The article attempts to determine the influence of part-time work on academic success as measured by marks. Two hundred and fifty part-time employed boys were matched with 250 non-employed boys according to intelligence, curriculum, grade, and age within six months. Teachers' marks were used as the measure of achievement. For each pupil the honor point averages for mathematics, English, social science, general science, health, and all subjects combined were calculated. In English and mathematics the non-employed group had a slight superiority. None of the differences was statistically significant. The major finding that this investigation has revealed is that part-time work for these boys has had no apparent detrimental effect upon academic achievement as measured by teachers' marks. The groups were compared on a number of additional factors including occupation of father, language spoken at home, country of birth of pupils and their parents, number of days absent, and number of days tardy. No significant differences between the groups were found in these comparisons.