Elementary school students at a suburban K-12 charter school are facing a difficult transition into the secondary program. In an effort to ease this transition and retain students, the principal requires the secondary teachers to implement a study skills program into the daily curriculum. Initially, the teachers do not voice any objections to the principal, but as the workload increases, their frustration is communicated in a staff meeting. Moreover, students have displayed a negative attitude toward the program. The principal understands that he must diffuse the resentment of the teachers and gain student support to preserve the positive culture of the school.