This study analyzed rural Texas teachers commitment to purposeful change through active participation in a teacher study group, the Reflective Practice Discussion Group (RPDG). The RPDG involved focused, rule-governed discussion that examined how to support teachers engaged in purposeful change. The fundamental professional concern of the project was to support teachers through the process of developing student centered learning environments, particularly as related to writing. The project focused on new ways to think about the teaching of writing, in-class modeling of these strategies, and RPDGs. Data were collected from interviews with participating teachers, audiotapes of RPDG sessions, field notes, and student writing. Results indicated that all fourth grade students, particularly those most at risk of failure, made gains in writing during the 2000-01 school year (when teachers were involved in the project). Teachers attitudes toward the teaching and value of writing changed dramatically and positively. They felt that the project helped them to really be teachers. They began to release more responsibility to their students for learning. Students developed more positive attitudes toward writing. The district incorporated time for reflective conversation as part of its ongoing professional development. (Contains 16 references.) (SM)