Multiple qualitative methodologies were used to describe and analyze the Maternal and Child Health Training Program (MCH), including a review of FY1999 continuation applications for all 101 projects; site visits to 31 training projects; focus groups with state Title V program staff and federal regional MCH consultants; and interviews with 110 trainees who graduated from training projects in 1990 or 1995. A statistical overview showed the Leadership Education in Neurodevelopmental and Related Disabilities priority was the largest single category in the grant portfolio, supported the most faculty, and produced the most trainees. Leadership training enhanced trainees' ability to become effective more quickly; provided some with a positive sense of self efficacy; and included fairly intensive guidance. Grants enabled faculty to undertake activities to help them become strong leaders in their fields. MCH nurtured new professional subspecialties; influenced professional associations; developed innovations in treatment and services; served as a voice for women and children; and encouraged research. Projects generated impressive amounts of technical assistance, continuing education, and cross-project collaboration. Without direct funding, most universities had no incentive to support MCH. Recommendations fell into these four categories: planning, assessment, and evaluation; portfolio policies; budget; and program stewardship. (Appendixes include 21 notes; 50-item bibliography; and additional information from interviewees.) (YLB)