The purpose of this study was to evaluate the "Wit and Wisdom" ("WW") curriculum's impact on District A's student literacy in Tennessee, compare its effectiveness with similar districts, and analyze teacher perceptions, including variations in curriculum favorability, self-efficacy, and implementation. Spanning the academic years 2017-2022, data was drawn from District A's third through eighth graders and their educators from the 2022-2023 school year. Employing a mixed-methods design, five research questions were addressed. The findings revealed that the "WW" curriculum's impact on literacy varied across grade levels. Some grades saw a decrease in student achievement right after implementation but later improved, while other grades either steadily declined or steadily improved. Teacher feedback, gathered via questionnaires, indicated an overall appreciation for the curriculum. Participants noted reservations about its alignment with state standards and the need for classroom-specific adjustment, and regardless of a teacher's effectiveness level, their perceptions of the curriculum remained consistent. Moreover, a statistically significant correlation was observed between a teacher's self-efficacy, their curriculum application, and their favorability towards "WW". There is some evidence to suggest that while "WW" exhibits potential strengths, enhancements in alignment and increased flexibility, coupled with comprehensive teacher support, are imperative to maximize its efficacy. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]