This paper reports some of the results of an evaluation of Project OCEAN (Oceanic Classroom Education and Networking), a teacher training and curriculum reform project. The paper focuses on results that suggest that Project OCEAN was able to stimulate important collegial behaviors among teachers in all participating schools, and attempts to identify features of the project that might be responsible for these results. Indices of participation and teachers' willingness and confidence to teach marine science show that the project was indeed implemented. In addition to affecting the science curriculum, the project brought about changes in school climate, improving a participating school's potential for continuing improvement. It may be that important steps toward reform, such as beginning to establish a norm of collegiality, can be initiated by agencies outside the school, when schools are voluntary participants. (MVL)