This fifth volume of a six-volume study of a school district code-named "Milford" sketches life histories and careers of the school's original faculty some 15 years after the school was founded. Section I outlines the study's problems and procedures; describes the faculty as a group of true believers initially characterized by humor, inexperience, creativity, and intelligence; and briefly considers the study's methodology and sources, which included open-ended interviews and various writings. Composed of five major subsections devoted to interpretive life history themes, section II discusses recurring themes and patterns in the educational careers of administrators and male and female teachers; examines connections between life histories and careers, and careers and belief systems; and details the "natural history" of belief systems (involving, for example, the perception of educational reform as a kind of secular religion and the maintenance of educational ideology). The final section offers summary discussions on the value of research as an innovational educational activity, unresolved issues in educational innovation, and the concept of success in the context of the Kensington experience. In order to protect the anonymity of the school district studied in such detail, pseudonyms have been used for all place names (school, school district, city, county, state) and personal names (school superintendents, school board members, teachers, students) appearing in the various volumes of this set. (JBM)