The purpose of this study was to determine the effectiveness of implementing Project TEAM by examining its effects on school culture, teacher pedagogy, and program viability as measured by The CIPP Program Evaluation Model and The "Program Evaluation Standards" 2011. Project TEAM is a transition age occupational therapy based curriculum that promotes increased social and vocational participation in school, work, and community by teaching students how to overcome environmental barriers through the use of modifications and self-advocacy. This program was selected as a curricular supplement to the loss of community-based work internships due to the national and statewide closures resulting from the COVID-19 pandemic. This research study used a mixed methods approach to measure the impact and viability of the Project TEAM curriculum in a small, private high school for students with disabilities in central New Jersey. The study is significant because it takes the Project TEAM curriculum from its original use as a small group instructional model independent of school to a fully integrated school wide curriculum used by classroom teachers, vocational teachers, therapists, and school counselors. The researcher in the study used the CIPP evaluation model to guide the research to ensure that all stakeholders were involved in the evaluation process. A quasi-experimental approach was used by performing pre- and post-intervention measurements. The findings from this research study highlighted the importance of addressing school culture and teacher pedagogy prior to beginning a new curriculum model, especially one such as Project TEAM that has such a strong therapeutic component which was used in this study in an interdisciplinary manner. The study is also significant due to the need to help transition-age youth with disabilities to close the gap in competitive employment post-secondary schooling. Project TEAM showed promise in promoting those transition skills that students would need to close the school to work transitions gap. The school appeared to benefit from implementing Project TEAM, but further adaptation and research could help other schools and students benefit from an interdisciplinary approach to providing sorely needed transition programming for students with disabilities. [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.]