This study focused on one southern state's efforts to implement developmentally appropriate practices through a training program for elementary principals. The purposes of the study were to describe the extent to which developmentally appropriate practices were used in grades K-3 in four schools, and to describe the role of the principals in influencing the developmentally appropriate practices to the theory of transfer of training. Literature suggested that only moderate use of developmentally appropriate practices occurred in early elementary classrooms. The research design was a multiple case study. Data sources included observations, photographs, and structured interviews. Subjects included four principals who had attended an early childhood training between 1989-93 and who had been principals in their respective schools for at least 3 years. Data analysis was based on theory triangulation and was analyzed from three perspectives: the perspective of the training program and National Association for the Education of Young Children guidelines, the perspective of the participants, and the theoretical perspective of transfer of training. Results suggested: (1) that schools in this study were using developmentally appropriate practices to a moderate extent; (2) that use of these practices decreased after kindergarten; (3) that principals influenced the use of appropriate practices; (4) that a direct relationship existed between principal behaviors and the use of developmentally appropriate practices in the classroom; and (5) that teacher beliefs and attitudes played a role in the sustained use of these practices. (Contains 50 references and 8 tables.) (RJK)