"When a group of people come together to share a vision for an organization, each person brings a unique visualization of an amazing running institution and each shares a responsibility for the establishment to run effectively" Senge (2006). This dissertation in practice (DiP) was aimed at addressing a performance gap of low engagement (i.e., significant decrease in student attendance, participation, and progress) in a state college's after-school precollegiate high school program in the southeastern United States. The human resource development (HRD) practitioner utilized a three-step method to improve, solve, and evaluate the situation. The first step was to analyze the gap, using Rothwell's (2005) human performance enhancement (HPE) model to guide performance questions and frame the inquiry process using a SWOT and root cause analysis. Findings revealed a lack of professional development and teaching methods for afterschool adjunct program instructors. The second step used the rapid model for improvement science, known as the Plan-Do-Study-Act (PDSA) (Langley et al., 2009), to develop a coaching model aimed at solving the problem (i.e., to increase engagement and improve student success). The third step focused on the evaluation model of the Phillips (2007) return on investment (ROI) methodology, which revealed an intangible improvement of instructor awareness and intangible skill increase of 90%, with growth in program gains of 6% or more. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]