Current approaches to inservice teacher education emphasize process and do not adequately address the maintenance and development of teachers' subject area expertise. It is possible that a well-documented curriculum can furnish adequate teacher renewal for content updating. However, how teachers will judge, select, and use appropriate materials without opportunities to expand their subject knowledge remains an unanswered question. Two studies of elementary, secondary, and middle school teachers suggest that teachers use eclectic and individualized approaches and a wide variety of sources, some of which are supported by their school or school district, to update their content knowledge. However, budget restrictions have curtailed school district efforts to support teacher inservice needs. The situation resembles a vicious circle wherein students' lowered test scores have led teachers to use their expertise to choose appropriate course material. Although these materials are often developed and tested according to teachers' specifications, there is less inservice support for teachers' content renewal. The need seems to be for a systematic and continual use of a basic staff development model that features high participant involvement, communication skills, interaction with content experts, and translation of content into learning activities. (FG)