Title I has been the largest federal aid to education since 1965. Its intent is to help poor children attending high-poverty schools overcome their disadvantages improving their academic achievement. This research attempted to analyze how Title I funds were used on the school level within the No Child Left Behind legislation. Using the case study design, this research worked with a sample of twelve Title I elementary schools in the District of Columbia. Secondary data was collected from the District of Columbia Public School - Office of Data and Accountability and the Local Educational Agency Grants Office for the school year periods: 2005-2006, 2006-2007, and 2007-2008. Findings indicated that Title I funds were primarily spent on teachers’ salaries and benefits. Professional development, supplies, and equipment were secondary areas of expenditures. Three major themes were generated arising from the findings of this research: “Targeting funds, Title I priorities in the No Child Left Behind era, and the Spirit of Title I” which comprised two important issues - compensation in the teaching profession, and the absence of professional development in the No Child Left Behind era. The additional emerging themes were: “Title I funds should supplement not supplant”, and “Availability and accessibility of public information on federal funds”.