The program evaluated in this paper has a three-pronged design which includes two holistic strategies, Integrated Skill Development (ISD) and Thinking Across the Curriculum (TAC), in addition to the Supplemental Curriculum (SC). A pretest-posttest control group design with matching was employed. The program was conducted at the Cleveland School (Newark, New Jersey) as part of that school's experimental school plan, and was targeted for grades 5, and 7. During the 7 months of program implementation, all three teachers attained some proficiency in conducting ISD lessons and demonstrated some success in implementing at least one TAC strategy, but only a small portion of the Supplemental Curriculum was implemented. Outcome data indicated the program was more successful with seventh graders than fifth graders. In addition, there was a significant impact on language, math, and thinking skills, but not reading. While the questionable validity of the "School Attitude Measure" prevented an analysis of the program's effect on students' affective development, interview results suggest that the program may have improved students' academic self-concepts. (BW)