The Blueprint for the Future program began in 1989-90 in 20 pilot schools in the Scarborough school system in Ontario, Canada. School support teams were established and the role of special-education resource teachers (SERT) was expanded through inservice training. Focused group interviews with principals and SERTs were conducted to determine progress of the schools in implementing the Blueprint plan. Principals also were given a short questionnaire on the school support teams. Results of the interviews showed that both principals and SERTs agreed that the SERT role had been expanded under the Blueprint plan. Blueprint also improved programming and monitoring of students with special needs. Other benefits cited included improved collaboration and communication, fulfillment of student social and emotional needs, improved staff perception of special-needs students, school-based decision making, improved administrative efficiency, positive reactions from parents and positive reaction from students. Concerns about the Blueprint program included effects on the special education continuum; inadequate customization to schools, insufficient inservice education, high SERT job requirements, procedural problems, and networking issues. Other problems included heavy workloads, increasing expectations of teachers, satisfying different parental expectations, and a lack of resources. Two substantial appendices include memos, instructions, and protocols as well as comments from principals and SERTs. (JPT)