This paper reports the summative evaluation of a four-year Teacher Corps project at a California elementary school. The archives of the project and interviews with over 60 of the persons involved are the basis of the report. The investigation focused on an examination of the school's formal and informal systems. The study looks at (1) the social system of the school; (2) the psychological orientations of the teachers; (3) the utilization of training; (4) changes in the behavior of the teachers; and (5) relationships between teacher behavior, learning styles, and achievement. Taken together, these studies provide a picture of the problems of tailoring staff development efforts to the particular configurations of the school and teacher. (Author/MLF)