The problem of change in Canadian teacher education was studied, and the effectiveness of survey feedback, an organization development intervention, was tested in twelve Canadian teacher education institutions. Based on a review of the literature on change and teacher education, the argument is made that the impetus for change occurs as a result of environmental pressure which is inhibited by contextual variables operating within the institution. A survey feedback intervention was proposed as a way of neutralizing these contextual variables and of facilitating change within the institutions. The survey feedback intervention took three forms, with four institutions in each group: data handback; data handback and action planning; and data feedback and follow through. The intervention had significant impact only in the latter group, where positive changes occurred with communication, goals, problem solving, and decision making. In the dimensions of implementation and climate, the intervention showed a slight negative effect. A theory of drift accounts for the relative failure of the intervention, the problem of change in teacher education, and the paradox between the appearance and the reality of change. (FG)