Curriculum reformers in the United Kingdom who have expressed concern with the failure of the research, development, and diffusion model to implement inquiry/discovery learning have tended to offer a problem-solving approach to foster innovation at the classroom level. This approach is illustrated in the Ford Teaching Project, sponsored by the Ford Foundation and based at the Centre for Applied Research in Education at the University of East Anglia, United Kingdom, from 1973-75. The project involved 40 teachers from 12 schools in a program of action research on the problems of implementing inquiry/discovery approaches in the classroom. They were supported by a central team of three: two full-time researchers and a secretary. In addition, two district supervisors were designated to help support the work of the teachers in their area on a part-time basis. The teachers were grouped in interdisciplinary school teams that were to meet frequently to discuss teaching problems and share ideas about methods of collecting data. Twice a term, arrangements were made for interschool meetings of two - four teams. During the four terms that the project lasted all the teachers were brought together for three, four-day residential conferences. The original research plan presented action-research tasks, roles, methods of data collection, and reporting procedures. A number of problems arose because a majority of the teachers felt they were already using inquiry/discovery methods proficiently. This necessitated the introduction of a self-monitoring concept, which was initiated by a triangulation method--gathering viewpoints of three groups, students, teachers, and participant-observers. The data was then used by the teachers to clarify, test, and generate theories. (DMT)