This article addresses the application of the Accelerated Schools Project (ASP) model in Hong Kong, as well as specific aspects of implementation in two schools. One lesson from the localized project, the Accelerated Schools for Quality Education (ASPQE), is that change is slow. This suggests that time should be given for both cultural change and building communities of inquiry, especially in cases where the staff may not be initially receptive of school reform models such as the Accelerated Schools Project. A second important lesson is that the commitment of the principal and a core group is critical for change.