This qualitative case study focused on the efficacy of International Baccalaureate Primary Years and Middle Years Programs in Texas schools and the extent to which the unique aspects of these programs contribute to positive student outcomes. The qualitative data were gathered as a complement to statistical, quantitative data our research team collected as part of a larger evaluation study. This allowed us to address outcomes often difficult to measure through quantitative methodology alone. Incorporating case study methods for the evaluation provided us with common themes illustrative of both barriers and successes experienced by teachers and administrators in regard to implementing International Baccalaureate programs and allowed us to examine educators' perceptions regarding advantages and challenges of International Baccalaureate programs for their students and their campuses.