This paper describes how staff development contributed to the effectiveness of four elementary schools along the south-Texas border. It attempts to determine the use of the strategies and techniques developed during staff development, the types of assistance teachers received to enable them to apply new techniques, and the differences teachers perceived in student performance as a result of adopting these techniques. The four schools selected for the study serve a predominantly Hispanic student population. Two schools were high performing and two schools were low performing. Data were collected through interviews with teachers and administrators, documentation on staff development, and filed observations. Cross-site analysis was used to find commonalities and differences among the campuses. Findings suggest that staff development needs are sequential and should be delivered with a timeline to accommodate implementation of initiatives and to give teachers time to reflect upon their utilization of strategies. Results suggest that a support system to facilitate collaboration and collegial coaching are crucial to foster proper utilization of strategies and to develop expertise. (Includes 55 references.) (RJM)