The evaluation of this project provides further evidence that the more traditional modes of in-service training need to be replaced with programs that provide help for teachers in their own individual classrooms. Advisors who assume roles of working in school settings over extended periods of time need to have certain qualities that will make them more effective in carrying out their task. In addition to having expertise in the form of broad backgrounds, varied experiences, and skill in demonstrating activities with children, advisors need to be honest, open, gentle, constructive, nondefensive, resourceful, and committed to their work. The advisors in this project seemed to be successful because they exhibited these qualities to teachers and because they convinced the teachers with whom they worked that they cared. (Author/JB)