Current research and past experience indicate the need to examine longitudinal effects of staff development efforts on school improvement and knowledge use. A six-month follow-up study of knowledge use from staff inservice training was undertaken. Questionnaries were completed by 235 staff (94 percent teachers) who had participated in a study of 1982 inservice workshops. Participant follow-up responses were coded, merged and analyzed, along with pre-post inservice questionnaire data, against four inservice outcomes. The outcome variables, one from the post-inservice questionnaire and three from the follow-up survey, measured participants' ratings of predicted, continued, and future knowledge use and knowledge adaptation. These outcomes were regressed on and correlated with participants' background characteristics, professional and psychological traits, school and community characteristics, their school climate, workshop features, and the immediate effects of their workshop itself. All variables combined account for approximately 90 percent of the variance in the knowledge use measures. Approximately half of this variance is accounted for by staff and school characteristics and the remaining half by school climate and workshop features. The results, reported in this paper, show little evidence of knowledge adaptation. They further suggest that continued knowledge use is the result of a complex interaction of staff, contextual, and workshop factors. (Author/JMK)