During the last years, life skills programs were increasingly implemented in schools (Unterweger et al., 2011) and are known as one of the most consistent and effective strategies to foster social and emotional learning outcomes (Jané-Llopis et al., 2005). In general, those programs work appropriately when they are implemented in the framework of a research project which provides specific conditions. However, a lack of evaluation and research findings to address questions regarding implementation requirements can be identified (Henderson & Tilbury, 2004). The aim of this study was to investigate implementation requirements of the Lions Quest program in every day’s school life. Therefore qualitative data were collected. Firstly, instructed and certified Lions Quest teachers (N=11) of three schools were asked to fill in implementation protocols after every Lions Quest classroom session over a period of two years. Open questions were analyzed to understand specific aspects of implementation in every day’s school life. Results showed that the implementation level depends from class to class. Furthermore, three teachers who could implement the program in a consistent and frequent way (high implementation level) and two teachers with low implementation level were interviewed on the basis of a semi-structured questionnaire (N=5). The collected data were analyzed by qualitative content analysis (Mayring, 2014). Results indicate specific aspects of implementation such as challenges to manage limited time resources and different planning processes from school to school. The findings also demonstrate problems of the Lions Quest teachers as for example how to fit the program into the standard curriculum. All in all, the results provide indications and recommendations for future program developments and for the implementation in real life settings such as schools.

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