The author reports on a program designed to improve the skills of staff members in recognizing, and adapting instructions to, the varied learning styles, abilities, and affective needs of pupils in an ethnically unbalanced "pocket of poverty" elementary school. The staff included paraprofessionals and teachers of reading, mathematics, social studies, language arts, and science. Negative factors at the start of the project included tendencies of the teachers to use the lecture approach, neglect of audiovisual and library resources, pervasive job dissatisfaction, and inadequate supervision. Planning workshops with the entire staff, and to which parents were invited, resulted in a program that used trainer consultants, intervisitations, and peer evaluation of classroom demonstrations along with increased utilization of school-community resources. The outcome of the program was increased participatory learning among teachers, more effective use of materials and resources, more effective provisions for dealing with diverse learning styles, and better use of preparation periods. The author concludes that the impact of the project was evident throughout the entire school program and that the program warrants implementation in other schools. (Author)