Agreement between stakeholders in a school change initiative can positively impact its success (Branson, 2008; Donnell & Gettinger, 2015); however, agreement has been largely unexplored within the context of a change initiative and its stakeholders. The current study analyzed the agreement between three key stakeholders in a change initiative: teachers, teacher leaders, and leaders. This study is a single school design and the participating school includes stakeholders who have been involved in a long-term assessment improvement initiative. This study used Kendall's W and a series of Kruskal-Wallis tests to determine that teachers, teacher leaders, and leaders agree on the value of nine different assessment methods with only a few exceptions. These analyses also indicated that teacher leaders agree slightly more with the leader group than the teacher group. This study used a hierarchical multiple regression to determine that a very weak relationship exists between a teacher's level of agreement with their leaders and a teacher's perception of the current assessment initiative's progress. Implications for school leaders and future studies in this line of inquiry are also discussed based on these findings. [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.]