This report presents the current status of an ongoing qualitative case study of the implementation of the High Scope Curriculum in the preschool readiness program at one elementary school in Gordon County, Georgia. This program, provided for all 4-year-olds, includes home visits by a family services coordinator, parent involvement opportunities, and a center-based preschool program. The short-term goal of the study was to increase teaching staff effectiveness through a collaboration action research project tracking student progress through the year. The long-term goal is to monitor program effectiveness and assess level of success in program graduates. The study used a phenomenological perspective to better understand the meaning of teachers' experiences. The research team consisted of the primary teacher and her assistant, with a university professor who facilitated the project. Data sources included: (1) observations and field notes of teachers, parents, and students; (2) audiotapes of meetings and interviews; (3) surveys; (4) student portfolios; and (5) personal logs from teachers and university collaborator. Teachers' logs conveyed their perceptions of the ongoing High Scope training and the development of collaborative action research questions. Surveys of 40 teachers attending High Scope training indicated that there were benefits for the teachers and their students. Children's progress will be examined using the High Scope Child Observation Record, with follow-up to begin as children move through elementary school. (KDFB)