The goal of this study was to answer the question: "When ethnically diverse fourth- and fifth-grade students participate in a ten-week musical program, are there any shifts in the following: academic performance, attitude towards school, social skills, self-esteem, public speaking ability, and/or school attendance?" This study was conducted at an ethnically diverse, Title I, public elementary school in a suburban community. I am the researcher of this study and was also the director of the after-school drama program. The participants were 58 fourth- and fifth-grade students. For this study my data consisted of 1) a student questionnaire administered three times, 2) individual student interviews, 3) individual classroom teacher interviews, and 4) school attendance logs. Academic performance was measured primarily by teacher interviews. To analyze the data I used themes and individual and group means of questionnaire scores and attendance records. At the end of the ten-week program I found that 1) students' academic performance slightly increased, 2) students' positive attitude towards school increased in terms of school pride, 3) students learned how to work with others as a team and felt a greater sense of community, 4) students' overall self-esteem increased, and 5) students felt more confident talking in class. It was inconclusive if student attendance was increased. The following are appended: (1) Parental Consent Form; (2) Human Participants Committee Approval Letter; (3) Student Questionnaire; (4) Student Interview Teacher Recommendation Form; (5) Student Interview Parental Consent Form; (6) Student Interview Questions; (7) Student Interview Transcriptions; (8) Teacher Interview Transcriptions; (9) Student Questionnaire Responses; and (10) Percentage of Days in Attendance. (Contains 3 tables.) [M.A. Thesis, Saint Mary's College of California.]