Recent data indicates that despite efforts to emphasize high-stakes accountability for student outcomes, a majority of the nation's schools are still considered underperforming by our own standards. In response to laws such as the Every Student Succeeds Act (ESSA), school boards have become increasingly accountable for improved student outcomes in the schools they serve. The purpose of this study was to explore the current capacity of a school board to set student outcome goals prior to receiving governance training tailored to the acquisition of this skillset. The school board utilized for this study serves a moderate-sized school district located in the western United States. Following a review of the literature, assumed knowledge, motivation, and organizational (KMO) influences of the school board were evaluated using the Clark and Estes (2008) gap analysis framework. Data was collected via qualitative interviews and through document analysis using an established quantitative metric. Consulting the literature and the findings which emerged from the data, a comprehensive implementation and evaluation plan utilizing the New World Kirkpatrick Model (Kirkpatrick & Kirkpatrick, 2016) is provided. Successful implementation of the recommendations discussed in this study could lead to a potentially promising practice in governance training. [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.]