The Learning Schools Program (LSP) is a multi-site initiative in which schools throughout Poland elect to take part in a multi-year, sustained improvement process designed to affect many aspects of school functioning, including the quality of teaching and learning, collaboration with families and the development of a the school as a social community. The program grew out of a partnership between the Center for Citizenship Education (CCE) and the Polish-American Freedom Foundation, based on their shared concern for schools as a major civic institution in which all young people could have the opportunity to learn the basics of agency, participation, and social collaboration. The LSP initiative is now four (4) years old and involves three hundred and sixty sites, including both elementary to secondary schools. Now that the initiative has demonstrated both its feasibility and robustness, it is time to take stock of what has been accomplished and what remains to be done. Thus, the goals of this paper were share an evaluation study. The authors set out to provide indications of success and barriers to success, to identify issues to consider as the project moves forward and to provide snapshots or images that capture the beliefs of various stakeholders involved. This paper represents an initial and descriptive analysis of LSP. Included are an overview of the Learning School Program, detail as to the methodology of the data gathering that occurred, detailed data from the surveys, interviews and visits are shared, along with the resulting major findings, analysis provided evidence of benefits and issues to be addressed during the further development of the schools and the larger collaboration. The data contained in the paper constitute a base line against which the future progress of the initiative can be measured. Like most inquiries in to complex phenomena, the evaluation raises as many questions as it answers. These questions are an important part of the findings. In this way that the study inaugurated a powerful process in which the members of school communities and their educational partners (like CCE) hold one another accountable for improving the quality of education and the outcomes for students. As a result of the analysis four key points emerged. These included: 1)There are several major dimensions of change: a.Teachers in LSP sites increasingly come to see their work as "reciprocal." They come to view both students and families as partners in the process of school improvement. b.Teachers in LSP sites increasingly see their schools less as the "address where they work" and more as a social community where they expect to work with peers. c.Teachers in LSP are more willing to construct their plans, lessons, activities, etc. based on data from self- evaluation. d.Teachers and Principals in LSP are changing the leadership style. This change results in more involvement in decision-making by teachers, parents, and students. 2)There are significant differences between new and experienced schools on each of these major dimensions. This suggests that the process of improvement needs to sustained and supported for a number of years. 3)Even among experienced LSP schools, there are important areas of work still to be done. These include: a.ensuring sustainability and systematic work, b.increasing teacher participation in data gathering and self evaluation, c.working to improve coordination, d.visibility of task team efforts, e.improvement in time management and finally, improved understanding of the principles of effective reporting, f.generation of objective and reliable data, g.induction of new teachers in school to LSP. 4)The study raised a number of key questions that will be important to pursue in subsequent evaluations: a.What helps and disrupts teachers in their school improvement work? b.How do LSP schools compare to schools who are not in LSP? c.What is the specific impact on student learning as a result of school participation in LSP?