The Elementary Support Model (ESM) was implemented in Wake County Public School System's (WCPSS) 12 lowest performing elementary schools. ESM is designed to improve teacher and student outcomes by addressing governance, staffing, professional development, resources, calendar and schedule, and provides leadership and instructional coaching. Qualitative methods were used to assess implementation and a quasi-experimental design was utilized to examine ESM's intermediate and long-term outcomes. The implementation of ESM in WCPSS was strong. ESM was also successful in meeting, or mostly meeting, its short-term goals related to professional development, coaching, and governance. Results related to intermediate and long-term goals were mixed. Three areas of strength were principal support to teachers, reduction of beginning teachers, and increases in the number of ESM schools meeting EVAAS growth; however, additional goals related to student outcomes were either only partially met or not met. Recommendations focus on strengthening implementation and continuing to monitor progress toward reaching program goals.