This program evaluation study addressed the struggle of local elementary school speech-language pathologists (SLPs) in a school district to provide evidence-based intervention in language for students below grade level as required by the U.S. Department of Education. Recently, Language Lab™ was published to address the needs of oral language intervention prior to special education testing. The district in this study adopted the program. The purpose of this program evaluation study, based on the American Evaluation Association evaluation standards, was to determine if the Language Lab™ program goals were met in the areas of utility, feasibility, and accuracy. The study was grounded in social learning theory. The research questions explored SLPs' perceptions of the components of the program that were effective in reducing the need for special education evaluation and improving oral language and narrative skills. A sample of 10 SLPs, who implemented Language Lab™ on elementary campuses in the district, responded to an electronic survey. Survey responses for rated items were descriptively reported and open-ended responses were coded based on program goals and analyzed for common themes to answer the research questions. The SLPs reported Language Lab™ as an effective program based on improved student oral language skills and a reduction in referrals for special education evaluation. Because the program goals also met the evaluation standards, recommendations were for Language Lab™'s continued use as a language intervention. Positive social change might occur as SLPs in schools use evidence-based interventions such as Language Lab™ to improve students' learning of oral language skills and decrease unnecessary placements in special education.