The benefits of girls' education include increased family incomes, later marriages, reduced fertility rates, reduced infant and maternal mortality rates, better nourished families, and greater opportunities for women. However, ingrained attitudes towards women are difficult to change. Only when communities believe that the benefits of girls in school outweigh the perceived deficits will they allow girls to attend school. A Save the Children program in a rural district of Uganda was successful in establishing primary schooling and enrolling girls because it mobilized community support. The first step taken was to engage community members in a participatory assessment of behavioral and attitudinal change. Attitudes toward the change--establishment of primary education and enrollment of girls--were determined first. Then, characteristics of the change were discussed and defined. In this case, the community wanted one school building, located within 3-5 kilometers, managed by a community-based school management committee, following local curricula taught in a local language. Next, contextual support was determined. The incentives for enrolling girls were enumerated by parents who valued education. These incentives were then used to change the attitudes and behaviors of parents not yet convinced to support girls' education. Finally, a discussion of resources determined what resources were needed and available, and how gaps in resource availability might be addressed. Four figures depict the change paradigm used in this project. (TD)