This paper describes the effects of applying research generalizations about inservice teacher education to the practices of a local school district. Generalizations considered include: (1) short- and long-range planning needs; (2) joint planning and participation by administrators and teachers; (3) relationships among inservice and curriculum development, instructional improvement, and teachers' individual needs; (4) demonstration and practice of new skills; (5) continuous, locally based inservice; (6) peer observation and interaction; and (7) voluntary participation. A long-range program which would incorporate these generalizations was launched. Program elements include: (1) program goals and objectives jointly derived by administrators and teachers; (2) university involvement for 2 years with the opportunity for participating teachers to earn up to 12 credits; (3) joint participation for administrators and teachers; (4) activities structured to the school district's time table; (5) cadre teams from each building for acquiring and offering inservice training; (6) support of university personnel; (7) research and evaluation conducted by university personnel; and (8) opportunities to develop additional inservice activities and programs. A description is given of the school district, district personnel, and various instruments and processes used to gather data. Conclusions and findings are discussed in detail for each of the research generalizations, and 14 tables presenting additional data are included. (CJB)