This paper describes activities of Morehead State University (Kentucky) to support public schools in adjusting to state-mandated educational reforms in curriculum, instruction, assessment, support for children and their families, shared decision-making, and paradigm shifts from Skinnerian behaviorism concepts to social constructivism. Activities included: (1) assessing needs of educators; (2) providing a workshop on outcome-based education in response to identified needs; (3) providing training on performance-based assessment; (4) providing training on the Curriculum Transformations Document; (5) workshops on writing and scoring open response items to help students be successful with the Kentucky Instructional Results Information System; and (6) rewriting of preservice syllabi to include reform precepts, such as manipulative math, hands on science, and writing as a process. Results of an attitudinal survey of Morehead student teachers in the spring of 1994 found that respondents wish to include parents and students in decisions about school programs, but professionals should have a greater voice, and respondents believe that all students can learn, and most at high levels. This optimism may be the most predictive indicator of these student teachers being successful teachers in effective schools. Part of that optimism is viewed as the result of influence and opportunity for female leadership at Morehead, school districts, and Kentucky's department of education. Three tables contain survey information. (JDD)