Schools have transitioned from single-component health and wellness programs to comprehensive initiatives aimed at fostering continual and sustained improvement in children's overall health and wellness. These interventions, with a focus on knowledge and behavior change, can effectively promote the adoption of healthy behaviors among children. These programs leverage theoretical frameworks to establish practical relationships among stakeholders, including administrators, teachers, students, parents, funding partners, external organizations and community members. While the literature extensively discusses the facilitators and barriers to implementing comprehensive wellness interventions, there remains limited understanding of their long-term sustainability. This qualitative study explores how resources provided during the implementation of comprehensive interventions, along with various inputs and activities, may impact sustainability post-programming. The findings suggest that continuity across implementation levels, along with buy-in from teachers and administrators, as well as additional resources such as time and funding, are crucial for ensuring sustainability. This study sought to understand the perspectives of participants and identify systematic factors that contribute to long-term sustainability of programming beyond the intervention period or grant funding. [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.]