Three large urban school districts located in the Midwest, Southwest, and West Coast regions were involved in a study designed to reveal district personnel's perceptions of change within their school district. After describing the study, this document analyzes perceptions of change related to one district's new bilingual program that was identified by district respondents as an example of effective districtwide change. Following a description of the school district, direct quotes from study participants reveal their perceptions of change in the district. Their positive impressions of the bilingual program implementation are discussed, and elements identified as crucial to the implementation process are presented: (1) intensive and ongoing staff development; (2) use of classroom teachers as trainers and nationally recognized experts; (3) rotation of teachers in supervisory positions; (4) specific and detailed guidelines in each area of district implementation; (5) visible and strongly stated support from the superintendent; and (6) organizational modifications to existing practices. Additional factors perceived as important to the positive impressions of the program implementation are discussed, and implications of study results for bilingual education program implementation are suggested. (17 references) (CLA)