Two teams, each comprised of teachers, a researcher, and a trainer/developer spent fifteen and a half months implementing the Interactive Research and Development on Teaching (IR&DT) strategy, a specialized educational research medthodology stressing interactive rather than linear communication between teachers and researchers. These teams are studied and discussed in this executive summary of the IR&DT Study. The report includes a discussion of the essential features of IR&DT, assumptions underlying the strategy, a description of the Vermont and California sites which participated in the study, evaluation of the IR&DT teams' outcomes, summary of useful information resulting from the research, and recommendations for future study. (Author/LH)