In order to accomplish the objectives of after school enrichment programs, program evaluation is important because it provides information for curriculum and activity adjustment, reallocation of funding, improvement of facilities, staff development, decision-making, and accountability. Because program facilitators (i.e., lead teachers) are the front-line staff members and deliverers of the program, they profoundly influence children's motivation levels as they engage in activities, and their opinions about the program help to ensure program quality. Therefore, this study was designed to examine the effectiveness of after school enrichment programs as perceived by program facilitators. A total of 9,363 students in 163 after school enrichment programs were evaluated by their program facilitators. The Scale for Program Facilitators (SPF; Zhang et al., 2004) was adopted, which was developed through five measurement steps: (a) identification of a theoretical framework, (b) formulation of the initial scale, (c) test of content validity, (d) conducting confirmatory factor analyses, and (e) test of composite reliability. The SPF includes 18 items under four factors: Professional Skills, Social Behaviors, Caring Environment, and Personal Inspiration. Descriptive statistics and one-sample t-tests revealed that the four factors had mean scores that were significantly (p < .05) greater than their respective midpoint scores. A 2x3 factorial ANOVA comparing SPF factors between genders and among grades revealed that program facilitators perceived the programs to be significantly (p < .05) more effective for female students than for male students. Program facilitators perceived that the programs were significantly (p < .05) more effective in the areas of Scholastic Development, Social Behavior, and Personal Inspiration for high school students than for the middle school students, which were in turn more effective than for elementary school students. Conversely, program facilitators perceived that the programs were significantly (p < .05) more effective in the Caring Environment area for elementary school students than for middle school students, which was in turn more effective than for high school students. Overall, the research findings revealed that providing well-organized curriculum and activities are necessary for students to achieve the objectives of after school enrichment programs. Program facilitators generally conveyed positive perceptions about the effectiveness of the programs. A greater effort needs to be made by the programs toward male students. Programs should continue to emphasize a quality Caring Environment to elementary school students and Scholastic Development, Social Behavior, and Personal Inspiration to middle and high school students. Keyword(s): community-based programs, recreation programming, youth-at-risk