The U.S. public educational system is antiquated yet designed for the achievement results we see today. All students deserve educators willing to look within, ask difficult questions, have courageous conversations, be vulnerable, and address why schools are continually underperforming. There are researchers and educators determined to do just that and transform education to improve the outcomes for all students. Research regarding Continuous Improvement/Improvement Science methods in education is breaking ground with improving student achievement. The purpose of this evaluation was to determine whether Estuary Unified School District's Comprehensive Support and Improvement (CSI) Program, which is grounded in continuous improvement/improvement science methods supported educators to impact student achievement. This program evaluation used quantitative and qualitative methods. Fifteen educators from two schools eligible for Comprehensive Support and Improvement participated in an online survey to share their thoughts on the program's effectiveness in supporting educators in improving student achievement. Additionally, seven administrators were interviewed to gather more information, and data were collected to determine if there was a correlation between the administrators' and educators' perceptions of the program. The results indicate that there are certain areas that require attention to assist educators in improving student achievement. Future leaders should also take these considerations and recommendations into account. It is crucial to conduct further evaluation of the program's impact on student achievement in the identified CSI school sites. [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.]