Within a 3-year period, a rural Midwestern school district's Hispanic student population increased from 3 to over 180 due to the hiring of migrant workers by a local meat packing plant. A qualitative study using interviews and classroom observations examined the processes through which 23 teachers and 5 administrators in this school district formulated an effective instructional program for recently arrived Spanish-speaking students. Input was sought from teachers, the Hispanic parents, and the Hispanic students. The change process consisted of three phases. The Program-Exploring Phase established a common base of understanding among the three stakeholder groups about effective bilingual programs. In the Consensus-Building Phase, a steering committee of representative stakeholders drew on the discussions of the first phase to develop a Statement of Principles and Beliefs (SPB). During the "Response and Ratification Phase," the SPB was sent back to stakeholders for their responses and was eventually presented to the school board for ratification. Shifts in the perspectives of teachers and administrators were reported. Their belief systems were affected by the reform effort according to their willingness to change. By using a process that included all stakeholder perspectives and involved teachers and administrators sharing responsibility as colleagues, an effective instructional program was created that facilitated the academic achievement and social integration of the new students. (Contains 16 references.) (TD)