This study analyzes the attempts of the state of California to select and promote new educational practices under the auspices of ESEA Title IVC. First, the strategies adopted in California for selecting and promoting new programs are outlined in order to raise the question of the effectiveness of these procedures. Next, the research design is described: a 2-year study of the process of change in five Title IVC projects in four school districts in southern California. Data were collected through interviews, surveys, observations of staff development activities, and associated records and files. Through cross-validation of data, certain patterns, themes, and categories of variables emerged, and relationships among them were analyzed. Four factors were identified as detrimental to the success of the five projects: site instability, lack of ownership, inappropriate planning models, and conflicting incentive systems. Each is discussed at length, and the implications derived for state and private funding agencies attempting to implement computer literacy programs lead to these suggestions: (1) replace extensive and detailed proposals with more generalized "concept papers"; (2) offer developmental grants to encourage local ownership; (3) conduct evaluations jointly with applicants; and (4) allow sufficient time for implementation of the project (3-5 years). (TE)