This paper reports on a study of the sources and characteristics of facilitation of internal change in schools successful in the implementation of the League of Professional School's core premises of shared governance, schoolwide educational/instructional focus, and action research. First, an assessment is presented of an analysis of all League schools' governance processes, implementation of instructional initiation, and action research that is done every year by League associates. Next, an additional analysis is provided that determines what have been the schools' sources and types of facilitation and compares these differences with the degree of implementation of these three premises. Results are examined within seven themes: (1) non-political climate (at meetings in schools, with other schools) to explore ideas; (2) exchange with other schools and people about research, ideas, and actions about educational renewal; (3) tendency to be inclusive and involve all faculty in governance and participation; (4) tendency to be inclusive as defined by including new and additional faculty in League conferences and meetings; (5) ability to work with or around the district in making school based decisions; (6) use of time (for schoolwide planning, deciding, and revising) as validation of important work; and (7) ability to ask for help and assistance (to call others, to ask help of each other, to visit others, and to ask others to come to the school). (GLR)