This study focuses on a teacher's process of changing; specifically, the changes in her beliefs throughout her participation in and at the conclusion of a particular staff development project. The staff development classes were designed for the staff developer to model the Hilda Taba Teaching Strategies to introduce key concepts of cognitive science and constructivist notions of learning. Comparisons of semantic maps of the teacher's initial and final interviews showed distinct similarities and differences in her beliefs about learning and teaching. Semantic maps of the teacher's intermediate interviews were analyzed to examine changes in belief throughout the staff development project. Findings from this study indicate that changes in practice and beliefs occur throughout the staff development process and that these changes represent interactive processes rather than causal ones. Results suggest the need for constructivist research designs when seeking to identify and change teachers' core beliefs. Results also suggest a need for constructivist staff development projects that address the teacher as a learner and that involve the teacher in praxis--doing, reflecting, learning, changing. Ninety-five references are listed. (IAH)