School districts choose programs based on limited data, word of mouth, or cost-effectiveness. STEM-based schools often choose project-based learning (PBL) programs to deliver curricula through limited research and word of mouth effectiveness. This study evaluated one PBL program implementation in the context of a suburban Texas middle school by using Stufflebeam and Zhang's (2017) CIPP model to measure the context, input, process, and product to evaluate the overall program. Quantitative data collection for this study included MAP scores for Grades 6-8 in math, English-language arts, and science and surveys from teachers utilizing a Likert scale and open-ended questions. Qualitative data for this study included teacher responses which were analyzed for critical themes. The quantitative data answered the question of the program's effectiveness, providing evidence of student growth. The quantitative survey and qualitative survey data provided the teachers' perspectives and offered implementation suggestions for future program use. Results from the MAP scores were analyzed with paired sample t-tests and Wilcoxon signed ranks tests and showed an increase in all subject areas. Though the program increased student achievement, the growth percentile fell short of the district goals in all but two areas--algebra and science. The teachers' perspectives resulted in consensus on the program being beneficial for use over traditional teaching with recommendations for future implementation to maximize results. Overall, this study provides a template for other school leaders to measure and analyze the program's effectiveness and make determinations for modifications to implementation. [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.]