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The purpose of this study was to determine the predictive value of classroom justice perceptions and school engagement for academic success of high school students. The sample of the study consisted of 650 high school students studying in Istanbul City in the 2018-2019 academic year. The study was designed as a correlational survey study. The data were collected by classroom justice perception of students and the school engagement scales. The data were analyzed by independent t-test, one-way analysis of variance (ANOVA), correlation and regression analyses. The results suggest that there is a significant difference between high school students’ perceptions of justice in classroom management and their school engagement levels according to their gender, class levels and the types of schools they were educated. Besides, positive and low correlation was found between school engagement levels with distributive and awarding justice. It was concluded that the teachers should be fair in evaluating the students while ensuring fair classroom conduct.