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The purpose of this quantitative, non-experimental, correlational study was to investigate the relationship between participation in school-based mental health education through a behavioral health technician (BHT) course and student outcomes, including grades, attendance, and mental health service utilization, within a career and technical education program in a Colorado school district during the 2024–2025 school year. The study addressed the limited empirical evidence on the relationship between structured classroom-based mental health instruction and measurable academic and mental health outcomes among secondary school students. The sample consisted of 78 students enrolled in a BHT course during the 2024–2025 academic year at a career and technical education campus. Secondary data from the institution, including course grades, attendance records, and documented use of school-based mental health services, were analyzed using descriptive and inferential statistics. Results indicated statistically significant but weak relationships between course participation and the outcome variables. Findings suggested mental health education may increase engagement with support services but has limited influence on academic performance and attendance, highlighting the importance of integrating mental health education with broader academic and behavioral supports.