A school-based intervention, Changing Teacher Practice (CPT), was developed to teach school leaders, principals, and resource leaders what research has discovered to be effective teaching and effective staff development. CTP was designed to determine if research findings could be used to improve practice and whether practitioners in a school setting were receptive to knowledge derived from research procedures. A major concern was the effect of staff developers' behaviors upon teachers with whom they worked, and the effects of teachers' behaviors on pupil outcomes. The CTP study used research on teaching findings as content for a planned intervention. Research on teacher and school change was used as the basis for a delivery system for that content. These two bodies of information were combined into a specific change strategy which was introduced to staff development persons in an ongoing school setting and reinforced twice in that setting. The implementation of the CTP study demonstrated the possibilities (and problems) associated with attempting to introduce research findings into school and classroom settings through an intervention aimed at school leaders. (JD)