Based on positive results from a previous evaluation of a summer learning intervention, the current report describes the specific elements of the successful program so it can be replicated, and investigates potential barriers to implementation and replication. The study estimated impacts of the program overall; the authors could not identify which elements caused the positive impacts other than to say that the elements described were present in this successful program and thus of potential importance. This observation and interview-based process study describes activities that occurred during the summers of 2004 and 2005 in an academically-oriented summer program that receives both federal and private funding: the Building Educated Leaders for Life (BELL) Accelerated Learning Summer Program. The BELL program is a program with an asset-based youth development approach. It employs well-developed curricula in both reading and math and contains features of positive developmental settings outlined by the National Research Council and Institute of Medicine. The program has demonstrated effectiveness in reducing summer learning loss among low-income children based on both random assignment external evaluation and two internal evaluations. The current report allows researchers to examine whether BELL's program components are implemented with fidelity, allowing the research team to better understand the nature of the BELL intervention in practice and assist with the interpretation of outcome study results. The report also describes implementation issues that may affect whether the BELL program can be replicated in other sites, such as obtaining sustainable funding, high-quality program staff and physical space. In addition, the authors discuss unique characteristics associated with the existing BELL sites that may not be easily reproduced, such as an abundance of partners in the community from which to draw resources, a lack of competing programs, or other environmental characteristics that help to support the program. This process report was developed as part of a larger study that included a random assignment impact evaluation of the summer program. Students were randomly assigned to treatment and control groups. Only the treatment group was given access to the BELL summer program. Impacts were estimated by comparing outcomes for the treatment and control groups. Random assignment was done in both the summers of 2004 and 2005. However, student survey response rates were very low in 2004 so the impact report cited is based on the 2005 data. (Contains 11 footnotes.)