Generic guidelines, based upon principles of effective training and institutional change reflected in current educational research were developed in Mississippi for the planning and implementing of staff development programs in local school districts, and these guidelines were followed when a new statewide early childhood education program was implemented. The early childhood education program contained two separate, yet complementary programs, a kindergarten program and a reading improvement, or Assistant Teacher, program, each of which had a staff development component utilizing the same basic design but modified to meet different objectives. Administrator and teacher training, curriculum design, and teacher needs as the program was being implemented were addressed in each staff development component. Activities included creation of manuals and books for staff, dissemination of materials, and evaluation of staff needs through questionnaires. Evaluation of the first year of the staff development program showed several benefits, with two-thirds of the districts indicating that technical assistance given by the program was excellent. Staff development through the Mississippi school systems has so far resulted in clarifying program goals, improving school staff communication regarding program content, improving instruction of students, and uniting early childhood educators to work for improved programs. (CB)