This mixed methods study explored the influence that the use of implementation frameworks and the deployment of implementation drivers may have on collective efficacy in early learning and elementary settings. It was hypothesized that such a relationship could foster high fidelity implementation of high leverage practices that would support the effort to close the research to practice gap, and support the efforts of schools post-pandemic to mitigate the effects on learning caused by the Covid-19 pandemic. Because of the dearth of literature connecting the two constructs of collective efficacy and implementation science, the present study was designed to begin to bridge this gap in the published literature. In order to determine if the findings of the study could be generalized, a survey was disseminated nationally in an effort to recruit participants from leadership teams who utilized implementation frameworks from, or aligned with, the Pyramid Model Consortium or SWIFT Schools. The qualitative and quantitative data from 71 participants was analyzed concurrently. The group consisted of 28 administrators and 43 educators. This study found a significant correlation concluding that when all three drivers are concurrently deployed through the use of an implementation framework there is a positive influence on collective efficacy. [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.]