Motivated by the growing body of research relating to the impact school climate has on student achievement, attendance, behavior, and mental well-being, many educators have implemented initiatives and programs aimed at school climate improvement. Jostens Renaissance is one such program and was the program of focus for this study. Though Jostens has numerous publications and media sources to facilitate the sharing of ideas, there is very little information available regarding the implementation of Renaissance. The primary purpose of this study was to identify factors that facilitated change in the process of implementing high school Jostens Renaissance programs in order to identify any common factors that may be transferable to other schools. A multiple case study approach was utilized to explore the strategies which facilitated the implementation of Renaissance at three southeastern high schools. Data were collected via qualitative interviews with teachers and administrators who were present at their respective schools prior to, during, and after the implementation of Jostens Renaissance. The three study schools selected for the study were identified by Jostens as having strong Renaissance programs. Seven main themes related to change factors were identified: need for change, supportive administration, dedicated faculty coordinator, student leadership and participation, faculty buy-in and participation, intentionality in building teacher climate, and perceived quality of the program. Surprisingly, none of the schools experienced any major barriers the implementation. Participants credited the lack of implementation barriers to a perceived need for change among the school community.