Libraries represent a key space in schools where students can collaborate and learn outside of scheduled classrooms. Yet, despite the library’s importance in supporting student learning, little empirical research has been done to understand the connection between library usage and student academic success. As part of our Post Occupancy Evaluation of the Free State High School Learning Commons renovation for Lawrence USD 497, we collected student library usage data through the school’s innovative approach to scheduling (Flexmod) to build a Rasch model of student library engagement. Using the output of this model, we conducted a multiple linear regression showing student library engagement significantly predicts fewer course failures and that the library engagement coefficient remains significant even after controlling for past student performance. These results show how efforts to boost library usage can meaningfully contribute to faculty goals related to classroom success.