A comprehensive, school-based, instructional and social competency promotion program to prevent problem behavior was attempted in a troubled middle school. The program included components aimed at increasing social competencies as well as components to increase social bonding and school success. The evaluation of the 5-year effort showed that it was ineffective. The program never reached the expected levels of implementation, and no dependable effects on youth behaviors or attitudes were observed. The results are interpreted within the context of what is known about the quality of implementation and the organizational climate within which the demonstration was attempted.
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