Nineteen junior high school teachers of English, social studies, and mathematics for low-achieving students participated in a study of the process of teacher change resulting from inservice training in effective teaching techniques. The purpose of the training was to increase student time on task and interactive instruction. Participants were divided into three groups for four weekly workshops. Group one attended only the workshops; group two attended the workshops and participated in peer observations on two occasions; group three attended the workshops and received coaching from the workshop leader on two occasions. Teacher perceptions of the recommended practices were obtained through rating of the ease and importance of using 15 teaching strategies. Research has indicated that these teacher attitudes influence teachers' decisions whether to adopt new teaching practices. Results indicate that teachers can make significant changes in their teaching behavior after only 10 hours of training, and that peer observation apears to be more effective in helping teachers change behaviors than trainer-provided coaching. Results also show that teachers' attitudes toward changes are related to their subsequent improvements in teaching behavior. Case studies are presented contrasting five non-improving teachers with five "matched" improving teachers. (JD)