Students who struggle to read on grade level by the end of third grade are less likely to make academic progress and graduate before the age of 19. The district leaders in a suburban district in Texas were interested in determining the root cause of stagnant reading standardized test scores. After determining the root cause, a lack of a comprehensive reading program and program evaluation model, district leaders developed a Balanced Literacy Program. This quasi-experimental was an evaluation of the district's Balanced Literacy Reading Program implementation at ten elementary (grades K-4) schools. The purpose of this study was to capture the classroom teachers' (n = 100), instructional coaches' (n = 10), and principals' (n = 10) perceptions of the program in regard to the materials provided, professional development, leadership support, and impact on students and teachers. Each participant group completed a district administered survey with Likert items based on these 4 categories. The data collected for this study were analyzed descriptively, and a correlation analysis was conducted to determine which of the variables were related to each other as well as the strength of the relationships. A series of one-way ANOVAs were conducted to determine if there were statistically significant differences. The purpose of this study was to conduct a program evaluation of the Balanced Literacy Reading Program implementation at 10 elementary schools (grades K-4) utilizing Stufflebeam's CIPP model of program evaluation. The need for a balanced literacy program (context), investigation of resources, materials, and support available to address the need (input), and provisions of the Balanced Literacy Program implementation (process) were examined. For the product, quantitative data from a district-generated survey were analyzed. The primary findings indicated that based on the data over a two-year period, the conclusion can be made that student performance in reading among third and fourth graders in the District did not immediately improve with the introduction of the Balanced Literacy Reading Program. Additionally, teachers had less positive opinions about the overall implementation of Balanced Literacy Reading Program. It is important to note that there is potential for future gains to be seen as the district continues to be implement the program with fidelity. Findings within the program evaluation can be used to drive decisions in future years. The CIPP model is cyclical by nature and encourages continuous improvement. [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.]