In Maryland, some Christian schools have enrolled students with learning disabilities (LDs) but do not have any interventional programs at the school to help them succeed academically. The purpose of this qualitative program evaluation was to evaluate the National Institute for Learning Development (NILD) and Discovery Therapy Educational Program at 1 Christian school, ascertaining its effectiveness, therapy techniques, and the academic progress of the students with LDs who receive this therapy. The research questions in this bounded case study centered on the effectiveness of the NILD and Discovery Educational Therapy Program and if the program was worth duplicating in other Christian schools. The theoretical framework for the study was the objective-based model. The convenience sample of participants in the study included the 5 NILD and Discovery Educational Program therapists, the program coordinator, the elementary school principal, 3 elementary school teachers, and 6 parents who had students enrolled in the therapy program. Interviews and questionnaires were used to collect data. The data analysis method included color-coding, organizing by themes, categorizing, transcribing, and synthesizing for effectiveness of the program. According to the findings, the LD students in the program received interventional therapy that provided them with skills and tools to succeed academically. This study leads to positive social change by informing leaders of Christian schools and parents whose students with LDs attend Christian schools of the effectiveness of the NILD and Discovery Educational Therapy Program and the need to provide intervention programs for students with LDs in Christian schools. [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.]