This article reports early findings from research commissioned by Staffordshire Local Authority that examines workforce remodelling in schools. As Collarbone (2004) states, workforce remodelling is at the heart of the government's change agenda in maintained schools. It is presented as a tool that will enable schools to think both creatively and flexibly about ways to introduce sustainable and beneficial changes in employment patterns and to improve teaching and learning practices. For the processes of change to take place and new workplace identities to be created all staff need to engage with the discourse of "remodelling." The research reported here considers the reality of remodelling processes as they are practiced in schools and the extent to which all staff are involved. The research draws upon interview data collected from both teaching and support staff. (Contains 1 figure.)