A study was conducted to examine the perspective of planned change as a conscious, deliberate effort to improve systematic operations and to explore assumptions implicit in theory and literature regarding readiness for change. Entry data were collected at orientation and planning workshops for 42 League of Professional Schools teams from Georgia districts. The schools were represetned in three regional 2-day orientation and planning sessions. Each of the 214 attendees was asked survey questions focusing on: happenings in participating schools with respect to instructional changes, decision-making processes, priority instructional initiatives, and perceptions regarding enhancing or impeding factors in terms of the project. The discussion compares and contrasts responses from schools electing to join the League and those choosing not to join. The survey yielded identification of elements of readiness for administrators and staff members planning to engage in large school-based improvement projects. The analysis revealed that such distinct phases and elements relate to and may influence entry decisions and project success, thus raising questions about ways of assisting school personnel to prepare for major improvement efforts. (Author/LL)