This paper identifies barriers to grade level curriculum planning by teachers at Gwin Oaks Elementary School, Lawrenceville, Georgia, and discusses steps in implementing a program in which classroom teachers in groups worked to solve educational problems. Obstacles limiting teacher involvement in decision-making were (1) too little time for teachers to discuss numerous school matters; (2) absence of leadership at each grade level; (3) lack of communication with parents about what was being taught; and (4) lack of ability to coordinate planning by support staff with planning by classroom teachers. These problems were addressed directly in an intervention program. Teachers at each grade level were given an afternoon of release time every 6 weeks. Each group elected a chairperson to lead planning activities and, during planning sessions, wrote a letter to parents explaining the subject areas to be presented to and learned by their children. Teachers also suggested ways parents could help their children learn at home. Additionally, support staff (art, music, and physical education teachers; a media specialist; and a counselor) coordinated activities with each curriculum group's plan. (RH)