In August 1995, the teachers at an elementary school in Houston (Texas) voted to adopt teacher-led study groups as their form of staff development for the 1995-96 school year. This study documents the progress of one of these groups, the Multiple Intelligences group, and examines the changes that occurred in roles and relationships as the teachers took charge of their own learning. Data collected through observations of study group and other staff development sessions were analyzed through a reconstructive analysis to show roles and power relations. The Multiple Intelligences study group had 15 participants (not counting the principal, who attended only one meeting), representatives of all the instructional programs at the school. The view of knowledge as a thing that can be passed from experts to teacher was widely held at the beginning of the study group. By the end of the second session, roles had begun to shift as teachers moved from waiting to be filled with knowledge to working as professionals together to improve their practice. By the end of the group meetings, the facilitator had become a voice in the conversation rather than a determining force. The roles members assumed in the course of the study are described as they changed, and power structures that also fluctuated are outlined. The study group became a place for teachers to explore issues of common concern and to develop ways of dealing with the contradictions of self-governance in the face of increasingly strict bureaucratic mandates. (Contains two tables, three figures, and nine references.) (SLD)