In this article, Joellen Killion highlights the methodology, analysis, findings, and limitations of Jacob, R., Goddard, R., Kim, M., Miller, R., & Goddard, Y. (2015, September). "Exploring the causal impact of the McREL Balanced Leadership program on leadership, principal efficacy, instructional climate, educator turnover, and student achievement". "Educational Evaluation and Policy Analysis", 37(3), 314-332. Researchers designed and implemented a randomized control study of McREL's Balanced Leadership program implemented in rural schools in northern Michigan. Funding came from the Institute of Education Sciences through the U.S. Department of Education. The study measured the impact on principal and teacher perceptions, beliefs, practices, and student achievement using data collected from both principals and teachers in their schools. The study, which was conducted between 2009 and 2011 in rural schools in northern Michigan, finds positive, statistically significant impacts on variables related to principal self-efficacy beliefs, principal leadership practices, and instructional climate, yet finds no statistically significant changes in student achievement or in teachers' perception of leadership practices.