The purpose of this evaluation was to understand how a literacy program based on 21st-century learning skills and social emotional learning was implemented and if it exemplified the 21st-Century Classroom Learning Community Framework. The results were used to learn how to improve the implementation of the Collaborative Literacy. Results were also used to determine how other schools can facilitate 21st-Century Classroom Learning Communities. There were two evaluation questions that guided the study: (a) How well implemented is the literacy program across K-5 classrooms?; and (b) How does the literacy program build a 21st-Century Classroom Learning Community? These questions were addressed through a sequential explanatory mixed methods program evaluation. Phase One of the study included an electronic survey to teachers and classroom literacy instruction observations. Phase Two of the study included classroom math instruction observations and group interviews with K-5 teachers. All results were analyzed and interpreted to determine themes and to answer the evaluation questions. Overall, this program evaluation found that the Collaborative Literacy program was being implemented well in some areas, but not consistently across K-5 classrooms. Additionally, this program evaluation found that the Collaborative Literacy program supports 21st-Century Classroom Learning Communities. Suggestions for improving implementation and for improving 21st-Century Classroom Learning Communities were made along with implications for future implementation and research. [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.]