This paper reports on a small scale evaluation study of a staff development project for high school mathematics teachers that focused on new curriculum, updating pedagogy, and examining issues of equity. After 2 years of the project, interviews were conducted with five previous participants who had varying amounts of staff development. Interview data were compared and supported by classroom coaching visits and teacher responses to an Instructional Practices Scale. Although all teachers could provide the rationale for "algebra for all," there were significant differences in the changes they had made in their classroom instruction that were related to the number of years of staff development in which they had been engaged. This study confirms that real change comes slowly with in-depth involvement in staff development over a long period of time. (Author)