Findings of a study that examined change in four elementary schools (members of large urban public school systems located in the south and southwest sections of the United States) from a conventional to a participatory model of school organization are presented in this paper. To compare teacher roles before and after implementation of the Accelerated Schools model, data were obtained from document analysis and interviews with teachers, principals, assistant principals, social workers, and parents. Findings indicate that before adoption of the model, teachers in each of the schools acted as "instruments of policy," who lacked team effort and idea-sharing. All teachers in three schools agreed that the model had led to enhanced empowerment and increased involvement in the decision-making process. Teacher roles remained the same in one school. In two schools, the increased responsibility and understanding of empowerment contributed to teacher dissatisfaction. Four tables are included. (Contains 24 references.) (LMI)