This paper examines the changing roles and relationships of schools, central offices, and university facilitators at 11 schools that implemented the nationally recognized Accelerated Schools process. The schools joined the Louisiana Accelerated Schools Network in the summer of 1994. The paper begins with an overview of the Accelerated Schools philosophy and process. It then details the history of the Louisiana Satellite Center, including a description of the original direct-service training model. Roles and responsibilities under the coaching model are described and a comparison of the two approaches is made. Data were collected from interviews with and surveys of 19 coaches. Findings indicate that in spite of the barriers identified by some coaches, the coaching model was very successful, largely due to the distribution of power across multiple roles. Securing commitment from teachers may be most easily accomplished by choosing coaches who are themselves respected teachers. Visible university facilitators and supportive principals also play key roles. It is recommended that coaches and project staff realistically assess the political climate of the school and district and develop a plan to gain commitment from actors at each level. Two figures are included. Contains 20 references. (LMI)