The purpose of this study was to evaluate the preliminary implementation of the Learning Focused Solutions Model in the three high schools in the Brandywine School District and its impact on student achievement. A mixed methods design was selected. Administrator and teacher perceptions of the Learning Focused Solutions Model throughout one academic year supported the quantitative results. The standardized test scores of students in the classes of participating teachers were compared over one academic year with students in comparison classes to determine the impact of the Learning Focused Solutions Model on the academic achievement of those students. The standardized test scores were disaggregated by gender and minority status to determine the impact on academic achievement. The results indicate that while there were improvements in the achievement of students in the classes of participating teachers, there were no statistically significant improvements in those classes.