Introduction Available literature demonstrates that juvenile treatment programs substantially minimize recidivism and assist the youth to return to a healthy trajectory of development (May, Osmond, & Billick, 2014). While most juvenile programs apply a reactionary approach to delinquency in terms of being administered after adolescents demonstrate antisocial behavior, others assume a proactive approach by targeting at-risk populations at a younger age to assist them before they become delinquent (de Vries, Hoeve, Assink, Stams, & Asscher, 2015). This paper assesses a proactive juvenile treatment program with the view to illuminating its positive impact, negative aspects, and suggestions for improvement. Name of Program This paper evaluates the High/Scope Perry Preschool Project, which basically “teaches children prosocial values and provides their families with support from the community during the child’s early, formative years” (May et al., 2014, p. 299). This program targets young children below 5 years old, who are exposed to various school and home educational interventions hinged on an active learning model that underscores participants’ cognitive and social development (Parks, 2000). Parents are also encouraged to participate in monthly small group meetings with other parents to discuss various issues and challenges facing their children and how to develop them into responsible individuals (Peyton, 2005). Location of Program The program is based in Ypsilanti, Michigan, though it has been replicated in other areas across the United States and abroad. Studies on Effectiveness of Program The program has been the focus of a longitudinal study conducted to evaluate its effectiveness at various life stages. The results of this study showed that the treatment intervention is effective in not only reducing crime and delinquency, but also in minimizing the prevalence of teenage pregnancy and welfare dependency among participants who successfully completed the program (Parks, 2000). The study also found that the program is effective in reinforcing “prosocial behavior, academic achievement, employment income, and family stability as compared with the control group” (Parks, 2000, p. 2). Another study found that the program is effective in reinforcing the self-esteem and self-efficacy beliefs of at-risk African American youths, which in turn increase economic independence and lower delinquent behaviors (Luster & McAdoo, 1995). Positive Impact The program lowers delinquency levels (e.g., misconduct, fighting, violent behavior, property damage, and police contact) and increases the likelihood of stable marital relationships and fewer teenage pregnancies at the community level. At the individual level, the program is associated with high incidences of academic success (test scores, grade point average, and graduation from high school) and socioeconomic success. The individual indicators impact the community positively as people with high academic and socioeconomic success are less likely to seek for public assistance and more likely to take good care of their families than those with low education and socioeconomic success (Peyton, 2005). Curbing Juvenile Delinquency The program curbs juvenile delinquency as it provides an