Quality after school programs contribute to the success and well-being of youths and their families. Programs usually offer participants a broad array of enrichment activities, programs, and services to reinforce and complement regular school-day academic programs. Such activities are designed to accomplish program objectives in four primary areas: (a) scholastic development, (b) social behavior, (c) caring environment, and (d) personal inspiration. To achieve stated program objectives, effective program leadership and operation are essential to ensure the quality of program. However, it is not uncommon for new and existing programs to encounter difficulties with knowledge and experience in program development, implementation, management, and maintenance. The purpose of this study was to identify the common difficulties encountered by after school programs, as well as the assistance needed to address identified challenges. A standardized program evaluation protocol was developed to assess common difficulties, which included document examination; in-person interviews with after school program administrators, staff, and participants; and direct observations of program operations and activities. Following this protocol, a total of 312 after school programs in the Southeastern United States were evaluated. Collected data were cross-validated through triangulation. Based on descriptive statistics, chi square analyses, and qualitative data analyses, common difficulties were identified and found to fall within five general areas: (a) need for project, (b) quality of project design and implementation, (c) adequacy of available resources, (d) quality of program leadership and management, and (e) quality control process. To address the identified difficulties associated with after school programs, it is apparent that effective technical assistance and training are necessary. Such assistance and training may be provided in one or more of the following areas: (a) clarification of program goals, objectives, and outcomes; (b) formulation of strategies to increase student and family participation; (c) design, improvement, and implementation of curriculum and activities; (d) development and implementation of effective plans for program promotion and maintenance; (e) promotion of health-related fitness and sports activities; (f) provision of staff training and development; and (f) provision of a safe and supportive after school environment. If difficulties within individual programs are addressed with effective technical assistance and training, it is anticipated with certainty that after school programs will be better able to meet stated objectives. Keyword(s): administration/mgmt, youth-at-risk