Specific evaluative research training was provided for 47 public school personnel based on school-systemwide problems identified by trainees. Objectives were to provide research understanding, transfer of that understanding to an ongoing project, and development of ability to communicate research results. Individual and group instruction was given in research methods and evaluation, project planning and organization, and proposal writing. Two separate 4-week programs were conducted June 13 through August 5, 1966. To test the hypothesis that the amount of structure given to the program would influence the amount of learning and attitudes toward research, the first group was given a structured project-research-fundamentals-oriented program and the second an unstructured project-oriented program. A follow-up conference was held in January, 1967. When semantic differential measures of both groups were combined, favorable attitudes toward all research concept areas were indicated; achievement posttests showed acceptable progress in learning research methods and facts for both groups. The unstructured learning organization seemed superior (though not significantly so), influencing favorable attitudes toward more research concepts, better achievement performance, and greater satisfaction with workshop organization, visiting lecturers, and facilities. (Publicity materials are included.) (Author/JS)