This mixed-methods explanatory sequential study aimed to identify the most commonly used World Language curriculum models in New Jersey high schools, assess the level of curriculum coherence in Spanish programs, and examine their impact on student learning. Surveys and interviews with high school Spanish teachers revealed that, while theoretical curriculum coherence exists in most programs, it is not significantly associated with teacher or district characteristics such as experience, tenure, region, or type. A disconnect was also observed between the World Language curriculum models, perceived curriculum coherence levels, and their effects on student learning. Several themes that emerged from the qualitative analysis may have impacted the quantitative results as quantitative confounding variables. Despite the need for further investigation, this study offers valuable insights for educators and policymakers, providing a clearer understanding of the relationship between curriculum models, curriculum coherence, and student outcomes, and suggesting directions for future research in World Language curriculum studies. [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://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]