This study examines the relative importance that local school personnel ascribe to certain facilitating conditions identified in the diffusion literature: administrative support of the change process, faculty motivation toward school improvement efforts, participatory decision-making, inservice training efforts, internal advocacy groups, linkage agents, outside resources, technical assistance during the change process, and information about research and development (R&D) products. These and other pertinent factors were related to measures of progress toward implementation of a new program or practice in 23 Florida Linkage System (FLS) project schools. The individual school was the basic unit of analysis. The existence of each of the nine conditions was found to be positively and significantly correlated to both implementation and satisfaction with implementation. However, those conditions that correlated most highly with both implementation and satisfaction were, for the most part, not school characteristics, but were external to the school or supplied by the FLS project: technical assistance, information about R&D products, outside resources, and inservice training. Of those facilitating conditions considered most important by school personnel, only faculty motivation was among those highly correlated with satisfaction. Another important result was that all of the nine facilitating conditions were found to be highly intercorrelated. (Author/IRT)