Community Learning Centers (CLC) provide extended learning opportunities for students and families that live in fiscally under-resourced communities. These centers provide opportunities for academic enrichment. This includes an array of additional services, programs, and activities. The programs should be designed to reinforce and complement the academic program of participating students and provide the families of students with opportunities for dynamic and meaningful engagement in the education of the child. Significant research has been done on the effectiveness of community learning centers but little research has been conducted on the formative process for establishing programming for a community learning center. This formative evaluation provided key stakeholders with a unique insight into the program. To accomplish this, the evaluator used Robert E. Stake's Responsive Evaluation Approach to design a constant-comparative qualitative program evaluation. The evaluation engaged in an analysis that identified the perceived program components. Insight from the analysis will be used to formulate a Theory of Change for the CLC. The Theory of Change process pivots upon identifying the essential program components and establishing the sufficient conditions required to bring about a given long term outcome. The formulation of a Theory of Change will assist with establishing programming, resource building (i.e., grant, monetary solicitation), external program collaborations and potential expansion. [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.]