Description: The Druze community is a unique ethnic group among the Arab population, due to their religious beliefs and their conservative way of life. As a group they generally identify with Israeli society and Druze men serve in the Israeli army. However there is a gap between the level and extent of services provided in Druze communities compared to Jewish communities.The few statistics that exist on the Druze community point to significant disparities between Druze youth, other Arab youth and Jewish youth. Druze students have poorer success rates on matriculation exams than the general Jewish population (Ministry of Education, 2003). The intervention program to advance matriculation achievements among Druze students is part of a holistic project aimed at the advancement of educational and social services for the Druze community. It was developed and implemented by JDC-Israel and supported by the Everett Foundation. The program began in 2002 and is being implemented in 12 high schools in 11 Druze villages. During the program's first year, 29% of all 12th grade students participated, and 46% during second year.The program is aimed at two student populations--"low-achievers" and "high- achievers". Students received extra lessons in small groups after school hours in the key subjects of math and English. The goal of the program for high achieving students was a "high-quality" matriculation certificate. For low achieving students the goal was to take the tests, and achieve eligibility for matriculation certificates as required for entry to any post secondary educational program. The program also included a component of in-service training for teachers and school principals to enable them to be more effective in improving their students' achievements. Methodology: The main goal of the study is to examine the outcomes of the program regarding the intervention for teachers, principals and students. In addition, the evaluation provides on-going feedback to the program implementers. Information was gathered through interviews with all school principals and program staff members responsible for program implementation. A questionnaire was administered to teachers who participated in the in-service training program. In addition, students' matriculation exam scores were collected and analyzed. Conclusions: The findings for the first two years of the program's implementation show that:· Some of the major program goals were achieved for many of the students, and that outcomes improved over time, notably; an increase in the percentage of "low-achievers" gaining eligibility for matriculation certificates and higher grades for "high-achievers" in math. · There was high satisfaction among teachers and principals regarding the in-service training and its contribution to their knowledge, though most teachers reported difficulty in applying the new knowledge in everyday practice. The findings of the study raised a number of critical issues:· There is a great need to address the issue of low motivation among students, in order to maximize the effectiveness of the extra lessons.· To ensure the program's long-term effect, there is a need to improve teacher's capacity to translate new knowledge into effective action, especially when working with students with learning difficulties.· More effort should be made to adjust the intervention to the special needs of the Druze minority youth, their unique cultural heritage and social attributes.