A study was conducted to examine the nature, role and impact of staff development in an urban desegregated school district. The study was a collaborative effort that involved arrangements with district personnel, participating schools, and community members. An attempt was made to determine the contribution made by staff development to school success in the areas of academic achievement, attendance, program completion, and community support. Schools for study were selected to represent various degrees of success in such areas and various degrees of staff development activity. Interviews were conducted with administrators and teachers, and observations were conducted in classrooms, staff development meetings, and the general school area. Staff development appeared to have the best prospects when a norm of collegiality and of continuous improvement existed in the school. Successful staff development programs were marked by community, evaluation, and collaboration between teachers and administrators. (Author/APM)