This study used focused interviews, participant observations, and document review to identify five organizational and personal factors that 40 teachers (general education, special education, and specialists) in a small rural school district reported as affecting their receptivity to change: (1) the degree to which schools are ready for change; (2) support from principals, colleagues, and community members; (3) voice--the ability of teachers to initiate and decide change and to be heard as respected members of the school community; (4) meaningfulness of change; and (5) efficacy--the degree to which teachers feel they make a difference in the lives of students. A model is developed to show the progressive and interactive relationship among these factors. The factor of voice appears to provide a critical connection between organizational and personal factors, increasing teacher receptivity to change. (Contains 30 references.) (JDD)