Outcomes of a staff development program based on the whole language philosophy that was implemented in a rural Florida elementary school are presented in this practicum report. Two surveys of 29 and 35 faculty, respectively, indicated needs for faculty cohesiveness, a unified purpose, and an update of language arts teaching skills. A staff development program based on the whole language philosophy and a combination of the development/improvement and training models was then implemented. Voluntary participation in weekly meetings provided teachers with information on whole language strategies and access to research material. Pre- and post-tests comprised of a survey and the Theoretical Orientation Reading Profile (TORP) measured gains in teacher agreement with whole language philosophy and reliance on peer discussion/sharing. Outcomes included a change in language arts philosophy, improved group unity, and increased willingness to utilize the method in the future. Five tables are included. Appendices include the historical and topic surveys, the TORP profile, the pre/post survey, copyright permission, and a whole language reading list. (14 references) (LMI)