Using a mixed-methods approach, this study investigated the impact of the PINTAR Program in Paser District. The Tanoto Foundation partnered with regional education offices to provide support and guidance to school principals and teachers. The quantitative analysis involved surveys of 10 primary schools (SD) and 10 lower secondary schools (SMP) which consist of 10 intervention schools and 10 control schools. The surveys looked at student learning outcomes and the influence of the principal's leadership, teacher teaching practices, and parental assistance. Qualitative analysis involved interviews and in-depth discussions with stakeholders in the education sector to understand the dynamics of the program's implementation among students, teachers, school principals, and the education office. The results of the assessment using the Inverse Probability Weighted Regression Adjustment (IPWRA) method showed t hat the PINTAR Program had improved student learning scores by up to 38.8% and teacher performance by 27.2%. Based on Ordinary Least Squares (OLS) analysis, principal policies such as providing supportive learning resources, efforts to improve reading culture, and provision of information and communication technology (ICT) budgets correlated with higher student assessment results. At the teacher level, good practice in teaching re lated subjects was associated with higher student scores at the primary level. In addition, parental involvement in improving the school environment and non-learning activities had a higher correlation with the results of primary school students' assessments.