In the late 1990s, teachers in five pilot districts in Ohio were trained during the Baldrige in Education Initiative (BiE IN). Training included Baldrige's theory, quality process and quality tools. The study was a follow-up to determine the effect of the use of the Ohio Baldrige Initiative training in the pilot districts (and other early innovator districts) on the sustained use of quality tools by classroom teachers in grades three through six. The study also examined reasons teachers may have discontinued to use the tools in their classrooms. For the purpose of answering the research questions, this study followed a descriptive, quantitative research design. The sample population included 124 teachers in grades three through six in four school districts in Ohio. The Spearman rho statistical analysis, Kendall Tau statistical analysis, paired t-tests and descriptive statistics were used in the study. The data collection was completed using an online survey program, Survey Monkey(TM). The findings of the study indicate that there is a relationship between professional development training and the continued use of quality tools for the teachers in grades three through six. The study also found that there is no relationship between teachers' perceptions of produced benefits in their grades three through six classrooms and the teachers' perceptions of their students' academic improvement when using quality tools. Additionally, the study considered factors that teachers cited for discontinuing the use of quality tools. The researcher analyzed scores from both users and non-users of quality tools, using paired t-tests and comparing the 2007-08 passing rate percentage to the passing rates in 2004-05, to look at the percentage of students who passed the reading and math Ohio Achievement Tests. The 2004-05 passing rates were then compared to the passing rates in 2005-06. Other variables, in addition to the use of quality tools, account for differences in passing rates on the OAT. The results of the study indicate that further research is needed in professional development training and the implementation of monitoring systems in schools, to ensure the continuation of changes when new administration takes over district leadership. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]