A companion report provided a summary of what was learned from surveys of principals and staff developers about the newly created position of staff developer in the middle schools of the San Diego City Schools, California. This study investigated the spring followup study that asked teachers what they thought about the new position and the work of the staff developer. The report is based on interviews with 42 teachers, 8 principals and assistant principals, and 9 staff developers from 8 middle schools. Findings support those of the previous report. Teachers describe the focus on literacy provided by the staff developers in a positive light. Many see the impact that effective implementation of the framework is having on students. Teachers appreciated the staff developers, and thought they would be less successful without their on-site professional support. This report also contains teacher responses to the implementation of the genre studies program, part of the school districts reform efforts that was designed to focus on students who are falling behind. Genre studies efforts are less directive and more student-centered. Teachers noted that the approach requires students to be more actively engaged in their learning and to take more responsibility for themselves. They reported genuine commitment to the approach and its new strategies, although they noted many difficulties in implementing the new approach. (SLD)