The research examines the range of effects of obtaining Specialist School status in two contrasting mathematics and computing colleges, concentrating on the mathematics department. The positive impact of a wider range of technology was evident in both schools although the inherent pedagogical perspectives within each mathematics department remained fixed. Some definite tensions were evident in both schools--timetabling difficulties mitigating against maintaining and strengthening partnerships, a growing assumption that, having obtained Specialist School status, all mathematics staff were deemed to be "experts". Key subject personnel in both schools obtained promotion within two years; each left a significant "gap" in provision and development and raised issues of "succession management" which had been unforeseen.