A year-long naturalistic case study investigated teacher-initiated change efforts in language arts by examining the experiences and influences of a single sixth-grade teacher. The teacher was observed in multiple contexts (both in and out of her school), interacting with varying groups of individuals, not all of which were located within the district boundaries. Data included field notes with interpretive comments; audiotapes of class lessons and discussions; reflective pieces written by the teacher; classroom, school, and district documents; interviews with the focus teacher and other stakeholders (peers, administrators, parents, and children); and population data on the school and district. Results indicated that (1) the teacher never truly acted alone in either planning or implementation of her language arts changes; (2) teacher-initiated change efforts were non-linear due to the social nature of planning and implementing initiatives; (3) epistemological beliefs were dependent upon the results of experimentation with new methods and materials; (4) change in this context was a complex web of experiences and influences, not all of which were acknowledged by the teacher; (5) the self-initiated change efforts of the teacher were socially constructed; and (6) all stakeholders and information sources did not carry the same weight in the teacher's decision making and change planning. Findings suggest that change is a social process involving an interactive body of people, events, and feedback resulting from experiences. (Contains 12 references.) (RS)