This dissertation focused on the process of designing, implementing, and formatively evaluating an eight week Classroom Aide Professional Development Training Program (CAPD-TP) on behavior management and academic instruction within the context of a New Jersey state approved private special education school for students with behavioral and/or learning disabilities using Maher's (2012) program planning and evaluation framework. In the Clarification phase, a needs assessment was conducted in order to clarify the professional development needs of the classroom aides. The results of the needs assessment indicated that the classroom aides would benefit from professional development training activities in the domains of behavior management and academic instruction. This information was used in the Design phase to develop the Classroom Aide Professional Development Training Program's (CAPD-TP) purpose, goals, and activities. The first main goal of the program was that classroom aides would report increased knowledge of behavioral management strategies and academic instruction strategies. The second main goal was that the classroom aides would utilize behavioral management strategies and academic instruction strategies presented in the program when working with students. The CAPD-TP met for a period of eight weeks during a 30-minute prep period designated by the school director for the program. In the Evaluation phase, five questions were delineated and investigated. Results of the formative evaluation indicated that the program met one of its goals but not the other. The classroom aides did report increased knowledge of behavioral management strategies and academic instruction strategies. They did not meet the goal of utilizing these strategies in the classroom. Overall, the classroom aides rated the CAPD-TP to be a valuable and satisfying experience. Finally, the program was implemented as designed with a few minor changes including an increased budget and a slightly shorter session length than expected. This dissertation adds to the limited literature on professional development for classroom aides by providing a case study example of the design, implementation, and evaluation of such a program. The external validity of the Classroom Aide Professional Development Program is weak, as results cannot be generalized outside of this private, special education school setting. Recommendations include the continuation of the program, the development of a summative evaluation process, and increased collaborative, team building activities. [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.]