Collaborative planning between Western Kentucky University and a local junior high school resulted in a successful new program for student discipline that was accepted and implemented by teachers and administrators. Inservice training was provided in positive discipline strategies, based on Glasser's reality therapy, over a two-year (1974-76) period. Four program elements were emphasized to ensure the teachers' and administrators' sense of commitment to and ownership of the program: (1) collaborative decision making among teachers, students, administrators, counselors, and university trainers; (2) long-term training and support by university personnel, with a full-time trainer at the school for the first year; (3) identification of existing practices and the configurations of changes to be implemented in school rules, teacher disciplinary actions, and administrator actions; and (4) the evaluation of data measuring the stages of concern and the level of use of the innovations. The importance of teacher and administrator commitment to a new program is noted. As shown by the decline in student suspensions, expulsions, and days lost, the program was successfully implemented. Tables comparing teacher and administrator use of old and new discipline strategies before and after the inservice program are presented. (FG)