This document presents results of a prediction investigation into factors that might account for variations in the success of attempts at educational innovation. Four stages of innovation (adoption, planning, implementation, and institutionalization) are isolated and described, and the attention paid by this investigation to the innovation studies (unit organization) is detailed. Unit organization is defined as the arrangement of an (elementary) school faculty into small, permanent, work groups, each with exclusive membership and exclusive instructional responsibility for a large number of children. The outcome variables considered as central elements of the team teaching situation resulting from unit organization are identified as instructional interdependence and collegial decision making. Various through-time changes and other potential predictors of these variables are discussed. The relationships of fixed and planning strategy variables and of implementation strategy variables to performance on these two outcome variables are described. Using preunitization characteristics of the subject schools, prediction was found possible for both variables through the end of the first year, but not beyond. Strategies of planning for the innovation also showed the same predictive ability. In schools where the innovation was first expressed through gains in instructional interdependence in reading and language arts, and where interdependence appeared to be more a school-wide unit-level phenomenon rather than an isolated teacher-pair phenomenon, the innovation thrived over the long term. (MJB)