The School Within A School (SWAS) Program is designed to help low-achieving high school students improve their academic achievement. This evaluation examined five program aspects: implementation; achievement; self concept; perceptions of students, teachers, coordinators and principals; and student attendance. Student team learning and individual instruction were of particular interest for this evaluation because these two types of classroom learning activities were emphasized as part of the SWAS philosophy and teaching focus. Individualized instruction was a learning activity for 35% of the observed classroom time. Student team learning was used 11% of the observed classroom time. Teachers frequently did not complete the full sequence of student team learning activities during one class period, i.e., presentation to the entire class, work in student groups, and a quiz. For the most part, students were attentive to learning activities and discipline interruptions were low. The SWAS students had higher scores than the comparison students on the Tests of Achievement and Proficiency reading test. Students were generally positive about the program. They particularly liked the personal attention from teachers and the small class size. The SWAS program appears to have helped them develop a better outlook on the learning process and helped them make some progress towards overcoming their academic deficiencies. Recommendations for improving the program are listed. Appendices provide the SWAS philosophy, student comments, teacher comments, comments from teacher interviews, analysis of covariance summaries, and correlated T-Test summaries. Two graphs and 11 tables are included. (PS)