This report describes a study of one-year educational innovation projects funded under Title III of the Elementary and Secondary Education Act of 1965. Focus of the study was not on the content of the projects but on how they were conducted, with particular emphasis on the role of the project directors. Data for the study were gathered through lengthy personal interviews with the directors of 32 of the 33 Title III projects funded in Massachusetts during 1975-76. Separate sections of the report discuss the project director's role, the process of building and maintaining relationships with key people and groups, the projects as problem-solving models, the adequacy of project funding under Title III, the process of stabilizing innovative projects, the process of disseminating innovative projects, and the process of evaluating innovative projects. (JG)