This study evaluated a 2-year in-service teacher training project in the Belpre Middle School, Belpre, Ohio. The objectives of the program included a) the change of teachers' roles, in terms of perceptions, procedures, and morale, from those in self-contained classrooms to those in cooperative teaching teams; b) the increase of teachers' instructional ability as measured by their students on the Purdue Teacher Evaluation (PTE); and c) a comparison of the academic achievement of sixth- and eighth-grade students with the norm groups on the Iowa Tests of Basic Skills. The training program consisted of workshops and conferences with an emphasis on organizing and administering a continuous individual progress curriculum. Following the second year of the project, the PTE and the Purdue Teacher Opinionnaire (PTO) were administered to the 22 participants. Results showed that teacher morale, as measured by the PTO, improved for 11 teachers, remained unchanged for 8, and dropped for three. The PTE results showed an improvement in ratings for 6 teachers and a drop in rating for 15. Data from the 104 students who were given the Iowa Tests in the sixth and eighth grades showed that 36 gained less than the norm group, 7 gained at the same rate, and 61 gained more than the norm. It was concluded that the project was successful in helping to implement a continuous individual progress curriculum. (BRB)