Out-of-school time (OST) initiatives, defined as programs that operate in and out of school settings, serve young people, their families, and the communities around them. These initiatives are often created to close opportunity gaps that can exist for at-risk students and to meet the needs of previously assessed concerns for communities. For the purposes of funding, quality assurance, and potential replication, further examination is needed of OST initiatives in how they build the academic efficacy of students and meet community needs. This qualitative case study examines one OST, district-led initiative, given the pseudonym Public Success, that is located in Middle Tennessee, has been operating for 12 years, and currently serves 56 community school sites. In order to capture the perceptions of directors, eight semistructured interviews were conducted using 13 open-ended questions. In addition, two focus groups were conducted with five participants to capture the perceptions of support staff and volunteers. The data from these interviews and focus groups were analyzed using Dedoose software and were coded using thematic analysis procedures. Results from the analysis were compared to the synthesis of literature using the interconnected model of professional growth theory, sociocultural learning theory, and a positive youth development framework. Findings suggested that directors, support staff, and volunteers did perceive Public Success to be effective at building academic efficacy in students and meeting community needs. Findings showed that the perceptions of directors, support staff, and volunteers were that Public Success aims to remove barriers in order to close opportunity gaps, foster belonging & identity in students, and create a central hub of resources through partnership alignment. [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.]