There is substantial evidence indicating that, when properly developed and implemented, school-based mental health programs can produce positive effects on children’s behavioral and emotional functioning (Durlak & Wells, 1997; Greenberg, Domitrovich, & Bumbarger, 2001; Wilson, Lipsey, & Derzon, 2003). As psychosocial factors play a significant role in influencing academic learning (Wang, Haertel, & Walberg, 1997), many programs targeting socioemotional functioning also note benefits for children’s academic functioning as well (Durlak & Wells, 1997; Ialongo et al., 1999; Tremblay, Pagani-Kurtz, Masse, Vitaro, & Pihl, 1995). Thus, there is growing recognition that enhancing children’s social and emotional competencies also facilitates their ability to learn and achieve academically (Adelman & Taylor, 2000; Greenberg et al., 2003; Zins, Weissberg, Wang, & Walberg, 2004). At the same time, increased confidence in the basic efficacy of school-based mental health programs has led to more wide-spread program implementation (Clayton, Ballif-Spanvill, & Hunsaker, 2001; Elliot, 1998). One consequence of this movement toward the dissemination or scaling up of evidence-based programs is that more attention is being directed to understanding the complexities of program implementation under “real-world” conditions (Domitrovich & Greenberg, 2000; Elias, Zins, Graczyk, & Weissberg, 2003; Pentz, 2004).