Degree: Doctor of Philosophy Abstract: The purpose of the study was to examine a particular division-level implementation of the Health-Promoting Schools (HPS) Approach, the Battle River Project (BRP). Schools have become an important setting to positively affect health behaviors of children and youth. Although evidence exists for the efficacy of the HPS approach, there are recognized gaps in the areas of implementation and policy development. The BRP was initiated by Ever Active Schools (Alberta) and focused on social and organizational levels, with the end goal of positively affecting student health outcomes and policy. The participating schools and the division were supported by all partners involved in the research and worked to facilitate the development of healthy, active school communities. The study is presented as a series of four papers bracketed by introduction and conclusion chapters. The introduction chapter details the theoretical framework, literature review, context, and methodology of the study. The first paper introduces the BRP, provides provincial background, and details the structure and framework of the project. The second paper examines the use of evidence to effect change in schools and the division. The takeaway points from the project included the value of stakeholder involvement throughout the process, the need to share gathered evidence with those in a position to implement effective practice and capable of effecting change, and the importance of encouraging an embedding of health in school and division culture. The third paper shares the findings from the case study of the BRP under three dominant themes: participation, coordination, and integration. Evidence gathered in the study strongly support the efficacy of school division–based HPS implementation. The fourth paper examines the development and early implementation of healthy school policy in the Battle River School Division. Several themes were gleaned from the case study data, including perceptions and misconceptions, the importance of a bottom-up/top-down process, flexible rigidity with regard to implementation, and the need to make healthy schools the way we do business. The concluding chapter provides a summary of the work, highlights results, provides recommendations, and next steps.