Teachers' utilization of personal practical knowledge in effecting school reform was analyzed in a three-year project in a Toronto inner city elementary school. The major unit of study was the school, investigated through the eyes of people responsible for school policy. The study, presented in four volumes, focused on the school board's Race Relations Policy and Inner-city Language Development Policy. Participant obervers noted the activities of the principal, teachers, and one teacher in particular to determine the key factors affecting their practice in school and classroom. Then these practices were explained in terms of the staff's personal knowledge. This third volume, which contains four chapters, deals specifically with the concept of personal practical knowledge, a concept introduced in Chapter 7 (continuing from chapter 6 in volume 2). Chapter 8 describes the strong influence of the notion of image as a personal knowledge construct on practice in connection with one teacher's image of the classroom. Chapters 9 and 10 elaborate on this in connection with the principal's image of the community., The function of rituals and personal philosophies, and the concept of narrataive unity broadened to include cultural and personal narratives are also discussed. (MCK)