Positive Action, an American curriculum intended to facilitate teachers' use of positive affective and democratic elements in educational practices, was used in two Moscow schools over a 1.5 year period. A review of problems associated with the "deindividualization" of past Soviet educational practices points out the need for programs such as Positive Action that would help students and teachers improve their self-concepts. Next, Soviet/American collaboration during program implementation and the study methodology are discussed. Formative findings are explored in eight areas: (1) whether the Positive Action materials were used and how they were used; (2) the influence of the presence of the American developer; (3) translation problems; (4) realistic expectations; (5) concurrent program development and implementation; (6) concerns about the materials; (7) bridging and generalizing concepts; and (8) cross-cultural issues. Summative findings are divided into four categories: teachers' self-reports of their behavioral changes; reports of effects on children; school climate changes; and perceptions of the program's relevance to the sociopolitical context. The paper includes several direct quotes from students and teachers. Study implications are discussed, with emphasis on the need for more collaborative evaluations. (13 references) (CLA)