A study examined the influence of participation in the Accelerated Schools Project on teachers' instructional behaviors, with a focus on teachers' instructional decision-making and their implementation of inquiry processes. The Accelerated Schools Project was designed to integrate high-risk students into the educational mainstream by the end of elementary school, and was based on the concepts of school-based management, teacher empowerment, and collaborative inquiry. The project was evaluated through interviews conducted with teachers and administrators in two accelerated elementary schools that participated in the acceleration process for at least 2 years, classroom observations, and document analysis. Findings suggest that teachers achieved a spirit of empowerment; engaged in cooperative instructional planning; and provided enriched, active learning experiences. (28 references) (LMI)