Nurture Groups (NGs) are a school-based intervention for children who missed out on healthy early attachment experiences and who, as a result, present with marked impairments in social, emotional and behavioural functioning upon school entry. Researchers have consistently found that students are significantly more likely to exhibit improvements in school functioning by attending a NG. However, broad theoretical guidelines and a paucity of research on fidelity of implementation to the classic NG model make it difficult to know which elements of NGs are most responsible for its positive outcomes. To begin to address gaps in the research, the overarching objective of the present study was to produce a systematic and concrete description of NG implementation in two Montreal, Quebec-based schools. Overall, results revealed only modest departures from the classic model in organisation, resources and teaching practices within this NG variant. A subsequent companion study will evaluate student outcomes in response to this variant model.