Common strategies to assist at-risk students are remediation and special programs, but these strategies are difficult to accomplish in small rural schools. A more effective strategy for rural school districts may be to improve curriculum and teacher instructional skills, but curriculum development is labor intensive. This paper examines a collaborative curriculum development project between the Arizona Department of Education, three rural school districts, and the Far West Laboratory, and focuses on one project objective: to involve districts cooperatively in the process of curriculum development, field testing, and shared feedback. During 1987-88, three workshops were held to train district teachers to translate Arizona essential skills in language arts into daily lessons and units of study and to revise curriculum units on the basis of field testing and shared feedback. Participating districts expected the following outcomes: (1) a staff trained and experienced at unit development; (2) a collection of units for field testing; (3) curriculum units revised on the basis of shared feedback; and (4) stronger contacts with other districts. Teacher and administrator evaluations confirmed that these objectives were achieved. Twelve language arts units for Grades K-4 were developed and field tested during the project. In addition, teacher morale, motivation, and collegiality were enhanced. Factors contributing to the project's success included careful selection of participating districts and teachers, setting the stage through workshop logistics, and team building. (SV)