Before such things can be implemented, there is some groundwork and specific strategies that need to be done within schools before situations or processed and managed. In this groundwork, principals play a critical role in the success of the program they implement in their school (Ballard, Argus, & Remley, 1999). They are the conductors of each category necessary for the success of a program. Principals must hold students and staff accountable for their role in changing the school climate, and they must consider the time and labor that implementing a new program will take. Gil (2002, p. 73) explains that a strong code of conduct must first be in place and operating smoothly. These clearly stated rules must be communicated to all students and staff regarding behavioral expectations and must be “enforced without prejudice.”