Improving learning quality requires the integrated involvement of all school stakeholders through a Whole-School Approach (WSA). This study analyzes WSA implementation under Decree of the Principal of SDN 010 Bongan No. 339 of 2015, and identifies its supporting and inhibiting factors. Employing a descriptive qualitative approach, data were collected through interviews with the principal, teachers, education personnel, the school committee, parents, and students, supported by observation and documentation, and analyzed using George C. Edward III's implementation model, comprising communication, resources, disposition, and bureaucratic structure. Findings show WSA implementation has proceeded effectively. Communication was clear, open, and consistent through socialization, meetings, supervision, and school media. Resources were supported by teacher and staff competence, learning facilities, a conducive environment, funding, and community participation. Disposition was reflected in the principal's commitment, teacher responsibility, staff support, student participation, and committee and parental involvement. Bureaucratic structure was supported by clear task allocation, procedures, coordination, supervision, and evaluation. Implementation improved student participation, motivation, learning comfort, and academic and non-academic achievement. Supporting factors were leadership, implementer competence, collaborative culture, and multi-stakeholder support, while inhibiting factors included limited funding, specialized-personnel shortage, facility inadequacy, unstable internet access, administrative workload, and uneven parental participation.