In response to the restructuring of a school's literacy program, a study was designed to address three research question: (1) What levels of concerns are raised by teachers in the areas of "self,""task," and "impact"? (2) What responses do these concerns elicit from university researchers and other participants? and (3) What changes occurred among participants during their involvement in the initial phase of this project? Data sources included: audio tapes of weekly inservices involving 2 university researchers, 23 teachers, and the school principal; teacher journals; participant responses to questionnaires; field notes of classroom observations; and collaborative interactions with teachers. Findings from the initial phase of the study are reported through three case studies. They represent change that occurred in teachers who had been initially perceived as traditional, average and expert regarding whole language literacy instruction. In their journals, essays, concern surveys, and conversations, the voices of teachers, as represented by Doris, Jackie, and Jean, confirmed the efficacy of the following change factors: change is a process, not an event; change is a highly personal experience; change involves developmental growth; and change is best understood as it directly affects classroom practice, students and preparation time. (One figure showing stages of concern data is included.) (MG)