The planned Experimental Schools (ES) project changed drastically before it was implemented in Willcox, Arizona, a diverse, multicultural community open to new ideas and outside innovations. As planned by a core of interested principals, teachers, and staff, with help from federal personnel, the project originally called for changes (in curriculum; staff training and utilization; use of time and facilities; administration, organization, and governance; community-schools partnership) and local evaluation. A changing relationship with Washington, significant personnel changes, community dissatisfaction, and confusion as to who "owned" the project transformed the plan into something far different. The implemented ES project consisted of isolated projects in early childhood education, bilingual education, media use, reading, counseling and guidance, and community schools. The positive and exciting planning year was followed by numerous faculty and administrative resignations. The first year of implementation was largely dependent on the personality of the new superintendent, who also resigned at the end of that year, due to increasing disagreement between Washington and Willcox. During the next three years, the increasingly limited project remained a mystery to most teachers, whose interest went to other projects. When the project was terminated a year early, neither the schools nor the community were suprised. (SB)