In this report, the authors present findings from a one-year mixed-methods evaluation of the Teach For Pakistan (TFP) teacher leadership development program. They examined the program's impact on whole-child development, perceptions of teaching quality, and perceptions of the contributions of TFP Fellows to the school community. To do so, they conducted a quantitative study whose sample included 80 principals, 162 teachers, and approximately 4,899 students from 80 government or public schools in Pakistan's Islamabad Capital Territory. The research team administered assessments in English, mathematics, and science to measure student academic achievement, and they used surveys to measure social and emotional learning outcomes, teaching and classroom conditions, and school climate. For the qualitative study, the research team drew from a subset of 16 TFP schools that participated in the quantitative study to conduct interviews and focus groups with various stakeholders (TFP Fellows, non-TFP teachers, principals, students, and students' parents). In the quantitative study, the researchers found evidence that student academic achievement improved more for students of TFP Fellows than for students of non-TFP teachers, but they found no evidence that other outcomes were more improved among TFP Fellows. In the qualitative study, the researchers found that stakeholders perceived notable academic development among the students of TFP Fellows. Stakeholders also perceived that TFP Fellows' approaches to teaching and interacting with the school community reflect goals of the TFP program. The authors conclude by providing recommendations for how the TFP program can build on its work training and supporting its Fellows.