The longitudinal research reported in this paper took place in a K-8 school setting located in a suburb east of Los Angeles (California). Over a period of five years the school experienced saturation of computer and video technology; state-funded support for change; and (eventually) a restructured organization of the school in support of change. Teachers in this setting were found to vary considerably in their reactions to the environment. This research project relied heavily upon ethnographic fieldwork methodology and to a lesser extent upon more traditional quantitative strategies. The research story unfolds in two parts that are distinguished by differences in control and structure of the Model Technology Schools (MTS) project management. Part I describes a taxonomy of teacher change in the use of technology and categories of support for change as provided by special project staff. Part II describes the last three years of increasing staff ownership and its impact on teacher development. The description of the research study is introduced by discussions of restructuring and technology, changes in change theory, and constructivism and other instructional challenges. Appended materials include a model for a system of teacher development; a report on a conversation with a second year teacher; and notes on unstructured observations and interviews, participant observations, and document content analysis. (Contains 30 references.) (ALF)