This study involved secondary teachers in the evaluation, modification, and use of a program built and experimentally tested in elementary schools. Program reactions were gathered from teachers who would eventually use the program, and evaluations were also obtained from instructors outside the experiment. Evaluations from both groups were similar. A three-group design was used in testing that consisted of partnership, treatment, and control teachers. No differences in degree of program implementation were found between partnership and treatment teachers, but both of these groups implemented more than the control instructors did. Among other findings, program teachers differed notably from control teachers in that program instructors used more problem-solving strategies. Further, significant differences in problem-solving scores were noted for program pupils when contrasted to students in control classes, and gains in student achievement were paralleled by higher problem-solving implementation scores in program instructional situations. This document covers general issues in program implementation and working with secondary teachers, and concludes with suggestions for future investigation. (MP)