A plan was developed to improve test scores in a Georgia high school. A committee of teachers, students, citizens, and a curriculum consultant was formed to analyze the school's problems and the reason for low test scores and low achievement. Data on the school climate indicated that it was poor, except that the instructional leadership of the administration and the quality of instruction as rated by teachers were considered good. The educational climate was considered deficient in openness to new ideas, values, and beliefs, and in involvement in the decision-making process. The school district's central office had already decided that the type of instruction had to change, so teachers were asked to choose among four alternative teaching strategies: integrated instruction, cooperative learning, learning styles, and the Paideia approach. They settled on implementing integrated instruction, cooperative learning, and the recognition of learning styles. Seminars and activities were conducted on team-building and shared decision making, and inservice training in these methodologies was provided. Pretest data from 1994-1995 and posttest data from the end of the 1995-96 school year measured progress related to scores on the Tests of Achievement and Proficiency (TAP) for approximately 150 students. Test scores did improve, as did scores for school climate on a measure developed for the study. Discipline problems appeared to be less frequent, although there was no improvement in student attendance for absences over 10 days. Test scores and teacher feedback indicate that the school improvement program was effective. Appendixes contain three figures of school data and a survey. (Contains four tables, three figures, and five references.) (SLD)