The purpose of this program evaluation was to investigate the effects of implementing Covey’s “Leader in Me” program on student achievement and student discipline in a Title 1 school in central Georgia. Gains have been posted in schools showing reduced student discipline issues and increased student motivation, as well as increased student academic achievement (Hatch & Collinwood, 2011). However, no studies had taken place on schools in Georgia. This researcher tested the claim on student achievement by studying the effects of implementing the “Leader in Me” program in a Title I school in central Georgia using results from the Georgia Criterion- Referenced Competency Test (CRCT), as well as the perceived impact on student achievement and behavior by analyzing the results of a school faculty survey, parent interviews, and the average number of discipline referrals by teacher each year. School data from the Georgia reading CRCT showed an initial spike in test scores, but a decline in percent passing by the time the program was completely implemented as defined by the school achieving “Lighthouse” status. This aligns with the staff survey and parent interview results. The average number of discipline referrals by teacher did not adhere to the same pattern. There was an initial increase in referrals from the baseline year to the first year of “Leader in Me” implementation. Referrals then dropped drastically, data that is further supported by both staff surveys and parent interviews. The study findings suggest an unfavorable impact on academics and a positive impact on student behavior, findings that are not aligned to other studies as the “Leader in Me” program has been implemented throughout the world. Possible reasons for this study to not align with other findings are discussed in the final chapter.