During the past decade, the federal government, alongside the efforts of state, local, and private-sector groups, has promoted initiatives in the search for ways to improve the teaching of mathematics and science in the nation's schools. This report summarizes a 2-year study of the largest of such federal initiatives, the Dwight D. Eisenhower Mathematics and Science Education Program. Included are: (1) an introduction of the program as a professional development strategy; (2) the program's operation in terms of size and scope, individual state leadership components, local district funding, and grants to institutions of higher education; (3) the program's contributions to the reform of mathematics and science education with reference to teachers, classrooms, students, and the overall educational system; (4) the conclusions of the 2-year study that put the program in perspective with regard to enabling resources and its future functioning; and (5) an appendix of the data collection methods. Among the major themes in the findings of this report are that the program occupies an otherwise unfilled niche among reform initiatives; that the program expands the array of professional development opportunities for students; that the program supports leadership at all levels, but does not create it; and that the program provides a necessary, but insufficient, resource for promoting sustained change in mathematics and science teaching practices. (JJK)