This report describes a project conducted by the Center for Coordinated Education which attempted to train more than 500 inservice teachers to teach selected cognitive skills to some 15,000 students ranging from grades 1 through 10. The three elements incorporated in the training program were (1) a specific teaching task (the development of six productive thinking skills); (2) a series of instructional materials (six units on contemporary social issues); and (3) a set of teaching methods or strategies which had worked successfully for outstanding teachers. Other essential characteristics of the program were its emphasis on a school-based, total-staff approach and its utilization of a teacher-facilitator in each school (a practicing teacher selected by his colleagues to serve as coordinator). Among various findings of the study (related to teacher learning, teacher effectiveness, individual differences in teachers and teaching styles, as well as to the relative effectiveness of this particular approach to professional continuing education) were: that a practicing teacher makes an excellent trainer of teachers, that changing the behavior of a group is often easier than changing the behavior of an individual, and, more generally, that the impotence of much inservice effort is attributable not so much to teacher resistance as to the ineffectiveness of educational systems used. (JES)