This study investigated how teachers at a national public school recently accredited in an international education program identified the changes in their educational pedagogy that resulted from the accreditation process. In particular, the study examined how the school administration and teachers implemented an international program, the International Baccalaureate's Primary Years Program (PYP), into the school-wide community and pinpointed the major impact of the PYP accreditation process. The methodology included document analysis, interviews, and school-wide observations. The findings identify the main tenets of the PYP accreditation process and how they led to the restructuring of the school's approach to leadership and strategic planning, a shared vision, and a shift toward collaborative planning, teaching, and learning. [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.]