This study evaluated the Community for Learning (CFL) K-12 school reform program, which emphasizes high standards of student achievement and positive student self-perception. It investigated whether the program was meeting its learner centered design goals. Assessment of Learner-Centered Practices (ALCP) surveys were administered to 4th and 5th grade teachers and students at inner city schools in various stages of CFL implementation. Researchers noted relationships between teacher and student scores on the surveys and degree of CFL program implementation. Overall, teachers classified as high implementers generally demonstrated qualities associated with learner-centered teachers in prior research. There were significant relationships between teacher perceptions of learner centeredness as assessed by research-validated variables on the ALCP surveys and degree to which teachers were implementing the CFL program. High CFL implementers believed they were facilitating higher order thinking and adapting to individual differences, and they expressed more confidence in their ability to be effective teachers and facilitators for all students. Students of high implementers achieved higher test scores and reported higher motivation than did students of low implementers. (Contains 12 references.) (SM)