This study examines the impact the California School Boards Association's (CSBA) Masters in Governance (MIG) training program has on effective school board governance practice. The purpose of this study was to determine whether a relationship exists between effective school boards and a commitment to seek and attend school board training. This study was framed using the definition of leadership provided by Bolman and Deal through their four frames. Best practices for effective school boards were examined using research from the Lighthouse Inquiry by the Iowa Association of School Boards. The professional governance standards provided by CSBA were used to determine the expectations for governance teams. Data for this qualitative study was collected from survey results given to 86 MIG trained board members and 61 superintendents governing in successful districts in Southern California, four interviews conducted with school board members and superintendents, and observations done in each of the trainings offered through the MIG in order to answer three research questions (a) factors impacting the decision of school board members to complete the MIG training program, (b) whether MIG training encourages and equips school board members to exhibit the behaviors of effective governance, and (c) in what ways mandating the MIG training could impact school board governance. Findings from this research suggest that MIG training supports effective governance practice by building team experiences while clarifying roles and responsibilities. This study adds to the current research regarding effective leadership within school districts, and more specifically the role training plays in effective leadership. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]