The purpose of this paper is to present findings from a program evaluation conducted to examine the effectiveness of the Schools Attuned program in a north Texas school district. Schools Attuned was developed by a professor of pediatrics, Dr. Mel Levine (2002), as a professional development model to train teachers to identify cognitive and psychomotor strengths and weaknesses of students in order to accommodate individual differences in classroom instruction. The Schools Attuned program has been shown to reduce the number of students referred to special education and has provided tools for teachers in working with struggling students in prior evaluations. Recommendations in this program evaluation indicated that teachers became more aware of individual differences and felt better prepared to accommodate learning differences as a result of the Schools Attuned program. This evaluation also suggested that students who were participants of Schools Attuned improved academically according to state testing. [Appended are: (1) Focus Group Interviews; (2) Teacher Questionnaire; and (3) Results of Teacher Questionnaire.] (Contains 22 tables.)