This case study was initiated to test and refine a procedural model for structuring inservice programs and to produce a comprehensive description of a district inservice teacher education plan. The study involved an analysis of the inservice education program in a single school district. The procedural model used in the study was formulated using a goal-design process for developing educational practice. This process provides a linkage between a given educational practice, the context in which the practice is used, and related research studies. The basic concept of this process is that educational practice is intended to achieve a goal and that some form of activity, represented by the design, will be needed to bring about the desired outcome. The information for the case study was based on interviewing a cross-section of staff (N=12) within one school district and obtaining information related to the elements included in the procedural model for inservice education. The analysis of this district's inservice programs includes the identification of inservice activities in which the participants engaged during the past year. Drawing on this data, as organized in a set of vignettes together with notes from interviews, a description of the district's inservice program is provided. A discussion on general perspectives and problems of the program includes consideration of potential areas for program modification. More than 50 references are included. (JD)