Abstract: In July of 2003, the state of Arizona passed ARS 15-808 that expanded the Technology Assisted Project Based Instruction (TAPBI) program and granted the Tempe Union High School District permission to create an online education program. The purpose of this study was to describe and document the development, implementation, and first-year (2004--2005) outcomes of the Tempe Union High School District's online program (TAPBI), later called the Tempe Union Online Learning (TUOL) program. The research adopted a mixed method design as described by John W. Creswell in his book Research Design using interview data, satisfaction surveys, completion rates, and grades. Through district board minutes and interviews of district leaders and nationally known leaders in the online education world, the study ascertained what types of leaders and leadership are needed to continue the development of the program. The study included an analysis of the satisfaction rates of teachers and students by examining data collected through a survey that was administered three different times to the students and two separate times to the teachers in the first year of the TUOL program. The study also looked at the patterns of student achievement in the seven classes that were beta-tested in the 2004--2005 school year and compared the grades of online students with the grades of other students who took the same classes the traditional way. The state's authorization resulted in the district's ability to create a unique high school online education program. Although leadership and decision-making started with the school board and the superintendent, it was the computer and technology leaders who advised and guided the program into its initial implementation. The surveys revealed that over time teachers were less satisfied and that students were more satisfied. Overall, freshman and sophomore students tended to receive lower grades online than the traditional students. Students taking online computer application courses received higher grades than the traditional students. In some courses, juniors and seniors scored higher than the traditional students. Completion rates of online students were 92.8% compared to the traditional student completion rate of 80.3%.