This paper reports on how reform efforts since 1991 have affected teachers in an urban, K-6 elementary school of approximately 450 students. Teachers were predominantly female, middle-aged, and of European descent, while students were increasingly African-American and poor. Children were considered well-behaved by teachers, but less respectful than previous generations. Teacher practices were traditional and conservative and becoming increasingly ineffective with the current student population. The Primary Task Force of the School Improvement Committee examined the school's primary program in the light of new district policies discouraging in-grade retention and facilitated the expression of teachers' views on school policy. Teaching practice was changed from a solitary to a communal practice and the program was changed in substantial ways that either would not receive or did not need the approval of the director, such as more creativity and parent involvement in summer classes. Among recommendations of a Magnet School Committee were implementation of an 11-month school year--a recommendation not ultimately implemented. Overall, teachers learned that they, personally, can impact both school policy and student learning, even when students face difficult socioeconomic situations. Contains five references. (NAV)