This paper presents an overview of the research and literature on teaching/learning styles and teacher expectations. It also provides a rationale for linking teaching/learning styles with teacher expectations and establishes the basis for the pedagogy of Turning Point. Turning Point is a teacher training program that allows teachers to recognize the variety of learning and teaching styles that will enable them to teach diverse students of differing genders and different racial and ethnic groups effectively. The necessary conditions for program implementation are discussed in the context of application of the multidimensional staff development training model in a large urban school district. In addition, it presents an analysis of the data collected in summer 1990 when the model was implemented in six summer school classrooms of the San Diego (California) Unified School District. Data include attendance and academic achievement information and results of surveys of 58 parents and teachers. Results indicate that the transformation process is complex and requires close supervision, appropriate skill training, and practice opportunities, but that Turning Point is off to a great start in San Diego. (Contains 15 references.) (SLD)