This presentation capitalizes on a three-year, longitudinal, school-randomized trial of the 4Rs Program, a comprehensive, school-based social-emotional and literacy program for elementary schools, to test intervention induced changes in features of classroom climate and key dimensions of teacher affective and pedagogical processes and practices thought to influence children's social-emotional and academic development. Experimental evidence to date suggests the 4Rs Program is effective in improving the quality of classroom climate after one-year of intervention and positively altering the course of children's social-cognitive, emotional, behavioral and academic functioning after two years of intervention. While these results are encouraging, this presentation will extend this work by testing the causal influence of the 4Rs Program on (1) the quality of classroom climate at the end of the second and third years of intervention, and (2) changes in teachers affective and pedagogical processes and practices over three consecutive years of intervention.