During the 2001-02 school year, the Cargill Foundation and Minnesota Humanities Commission invited elementary schools and preschools in Minneapolis and its suburbs to apply for three-year grant funding to introduce the Core Knowledge curriculum in their schools. In the first year of implementation, the different contexts of the six participating schools made for six different sets of goals and strategies. The second year of the Cargill Core Knowledge Connection has seen further development in the implementation efforts of participating schools, the training and support activities of the Minnesota Humanities Commission, and the evaluation activities of Wilder Research Center. This evaluation of the Cargill Core Knowledge Connection is based on the findings of the Johns Hopkins study, and focuses mainly on the factors found likely to be related to successful implementation by the end of the three-year grant period. Last year, the interim report concluded with three issues to consider: the diversity of participating schools, the incidence of unexpected bumps in the road, and the importance of relationships. This year's study findings show that these themes continue to be important in the development of the Cargill Core Knowledge Connection. Highlighted in this report are additional issues from this year's experience, for consideration in the coming year. Appendices include: (1) Logic Models; (2) Winter 2004 Teacher Survey; and (3) Spring 2007 Teacher Survey. (Contains 29 figures and 3 footnotes.)