A study of the effect of implementing educational innovations in local schools across the country explored several factors affecting successful improvement. This paper provides a general overview of the interrelation among these factors, with illustrative diagrams. Particular attention is paid to innovations requiring major changes in teacher behavior, involving 88 teachers at 48 sites. To develop an individually-focused model, researchers tested perceived benefits, degree of change, the level of use of the innovation, and fidelity to the original innovation concept. Possible predictors included elapsed time, hiring of additional staff, demands of the innovation affecting practice, and readiness to implement the innovation. Potential factors affecting these variables included the teacher's use of time, the teacher's commitment, teacher characteristics, staff cohesiveness, group opinion of the practice, and financial and material support. Also considered were the sources of assistance available to teachers responsible for implementing changed. Results of the study showed teacher commitment and use of time as key factors. Researchers also developed a school-focused model, considering such additional factors as institutionalization of the innovation, plans for continuation, organizational change, the principal's role, teacher control of the innovation, and the institutional environment. Results stressed the principal's importance. (PGD)