More than 2,300 teachers in 241 schools across 25 states participating in a professional development approach to character education classroom management known as Development Designs 1 and Developmental Designs 2 (DD1 & DD2) were studied throughout the 2008-2009 academic school year. Data from this longitudinal program evaluation indicate that teachers implement a number of classroom management strategies at high levels only after having participated in sustained professional development provided by content experts over an extended period of time. In addition, classroom-based "coaching" was found to provide a value-added component that enhances program implementation as well as teaching and learning outcomes. Level of program implementation in high poverty schools, defined as those with 50% + students receiving free or reduced lunches, was examined in an effort to determine relationships associated with improved student behavior, attendance, and achievement. High-poverty schools were found to meet or exceed adequate yearly progress (AYP) criteria at significantly higher rates when 75% + of their teachers implemented DD1 and DD2 for 2 or more years.