The relationships among training activities, teacher perceptions of recommended practices, and teacher behavior change were investigated. Nineteen junior high school teachers of low-achieving students were observed prior to receiving training in workshops on use of academic time. The teachers also responded to questionnaires designed to determine their perceptions of the workshops' practicality and the ease or difficulty of implementing new techniques. Participants were divided into three groups and received three different variations of Stalling's Effective Use of Time Training. Group 1 received Presentation, Demonstration, Practice, and Feedback in the workshops only; group 2 received these same components plus two classroom observations by a peer; group 3 received the four components plus two coaching sessions from the trainer. Analysis of training effects indicated that peer observation training activities seemed more successful than workshops-only or coaching training. A discussion is presented on the relationship between positive or negative attitudes toward implementing new teaching techniques in the classroom and actual behavior change on the part of teachers. Implications for further research and practice are considered. (JD)