The study utilized a mixed-methods approach involving snowball surveys and teacher interviews. Participants were recruited through snowball sampling, and the surveys were administered online. The surveys were designed to gather information from teachers about their experiences with implementing class meetings. Additionally, teacher interviews were conducted to gather their perspectives on the effectiveness of class meetings. The results showed that class meetings effectively improved students' academic engagement, behavior, and class & school culture. The teacher interviews provided further insights into the implementation process and the components that assisted to the success of the class meetings. The findings suggest that using social learning theory in designing class meetings can be an effective strategy to improve students' outcomes in an elementary school setting. The study provides insights into implementing and evaluating class meetings as an evidence-based practice in education. [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.]