The Talent Development Middle School model is a comprehensive school-change design aimed at raising the academic proficiency of all children in schools where large proportions of children are at risk of failure. Thirty-one teachers in two Philadelphia (Pennsylvania) public middle schools where the model has been piloted evaluated the implementation of training and curricular components of the model in six focus groups covering major subject areas (mathematics, science, and reading and language arts. Respondents were asked to appraise the helpfulness of the professional development training and materials in supporting their own teaching proficiency and the achievement level of their students, as well as obstacles they faced, their prediction of future use in the school, their evaluations of their students' capacity to meet the standards of the curriculum, and their sense of whether they make a difference. Findings are summarized by topic area, broken down by subject area and school. Teachers' responses were generally favorable. They seemed willing to forge ahead, believing that a continuous school-wide approach will produce better student achievement. (Author)