This case study deals with efforts made in one city to enhance the professional development strategies of schools by placing them under the auspices of a Successful Teacher Center (STC). The teacher center for the "Iroquois City" schools (Iroquois City is a fictitious name) was one of nine sites chosen by the Documentation and Technical Assistance (DTA) project as representing exemplary strategies for problem solving in urban schools. In the paper, a narrative of the daily activities of the STC is presented, with a focus on the Center's establishment, the orientation of the Center's Board, needs assessment in the schools, a retreat to clarify the role and purposes of the STC, and the relationship between technical assistance staff and the Board. Efforts to restructure the Center after the resignation of its first coordinator are also reviewed, as are the provisions made to ensure the STC's ongoing existence after Federal funding ended. The report summarizes the impact of the project on participating schools, and concludes by reviewing some of the lessons learned from the project. These lessons are related to: (1) problems encountered with technical assistance projects that are generated from the outside; (2) problems with school staff understanding, training, and participation; (3) duplication of services; (4) applicability of a given program to different school environments; and (5) program administration. (GC)