Individual tutoring is noted to be one of the most effective ways to overcome academic achievement gaps and improve student achievement. The Supplemental Learning Support Program provides academic support to students during the school day. The purpose of this study was to conduct a formative evaluation of the program. A mixed-methods study design involving focus groups, an online survey, and analysis of student assessment data was used, and study participants included program tutors and deans. The study sought to examine the extent to which the program is being implemented as designed and explore the factors that support and hinder the program from obtaining its intended outcomes. Despite being in operation for over 20 years, the program had not been formally evaluated to determine its effectiveness. Findings revealed that the consideration given to the tutoring relationship, quality of tutors, communication within the program, intentional schedule design, and access to curriculum materials has improved student outcomes. The absence of a referral, assessment, and progress monitoring process has limited the effectiveness of tutoring due to an unclear process through which students access the program, lack of curricular alignment with tutoring goals and classroom instruction, inconsistent communication between teachers and tutors, and uncertain student availability. Policy and practice implications and recommendations for implementing the program are provided. Areas identified for future research are outlined as well. [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.]