Principal burnout and churn negatively impact teacher retention and student achievement. The principal retention problem has led to programs to help principals gain resilience and reduce burnout. This program evaluation aimed to discover the effectiveness of the Principal Impact Collaborative (PIC) over time and which strategies reduce principals' chances of burnout. The purpose was to evaluate the short- and long-term effectiveness of the PIC program and what strategies reduced principals' chances of burnout. The research questions were: (a) What is the short and long-term impact of the techniques taught to principals in this program? (b) What can be learned about investing in programs like PIC to have a long-lasting impact on principal retention and school success? (c) To what extent do principals report consistency in the implementation of the program? I applied an explanatory sequential design to this mixed-method program evaluation. Stage I collected 24 anonymous surveys from former PIC participants to measure compassion satisfaction and burnout. The data were used to describe the outcomes of the program quantitatively. Stage II involved interviewing five elementary, five middle, and five high school principals about their PIC experiences and what they have gained from the program. The data from the two stages were triangulated. The quantitative data showed that PIC principals have compassion satisfaction and lack burnout, which supports the stated goals and products of the PIC program. The qualitative data demonstrated four major thematic findings about the PIC program among the 15 principals: (a) builds resiliency, (b) benefits participants with a cohort model, (c) promotes design thinking, and (d) shows consistency in program implementation. The program evaluation showed that the PIC program achieved its goal of building resilience and provided toolkit-building skills that reinforced the findings in the literature. The PIC program positively affects principal retention and longevity and improves compassion satisfaction and burnout outcomes. Additional action and research are needed because principal retention is a national crisis impacting countless students and their school communities. Further research and policy development could ensure every school in the nation has a resilient principal prepared to take on the ever-changing challenges of this essential educational leadership role. [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.]