This quasi-experimental study used multiple data sources to examine Playworks implementation and outcomes across two school years (2014-15 and 2015-16) at six WCPSS elementary schools. Differences in outcomes between Playworks and matched-comparison schools were examined. Similar to other national studies (Beeker et al., 2012; Fortson et al., 2013), the findings of impact are mixed. Coaches implemented program elements with fidelity, yet WCPSS encountered coach turnover as well as inconsistent teacher training and lower engagement with students at recess than desired. Significant differences found in the recess structures and activities between Playworks and traditional schools did not translate into positive impacts on student behavior or school climate. Prior to adopting new initiatives, WCPSS should consider the following: 1) carefully matching initiatives with root causes of school needs and funding sources; and 2) increasing the completeness and consistency of behavioral data collection when reducing students' negative behavior is an expected outcome. Improvements in both areas could strengthen the likelihood of impact and the ability to measure that impact.