Program improvement activities can be classified into four categories based on the source of the impetus and the locus of the change agent: systematic, symbolic, opportunistic, and pragmatic. This paper (1) describes the various approaches to implementing Chapter 1 program improvement activities at the state and local district levels in 13 western states through the provision of technical assistance by an outside agency; (2) categorizes these approaches in terms of essential ingredients for fostering change in education; and (3) discusses implications of the findings for future work in program improvement. During 1982-85, the Region 4 Technical Assistance Center (TAC) provided over 300 workshops and consultations on program improvement topics alone. A majority of the program improvement activities are found in the opportunistic or pragmatic category. This implies that understanding of and expectations for program improvement in Chapter 1 should be moderated in the face of reality constraints, that many of the school improvement models currently in use may need to be adapted or tailored to accommodate assumptions inherent in the improvement package, and that TAC staff should take advantage of the diversity of approaches being initiated to afford flexibility in promoting incremental improvements in Chapter 1 projects. (PN)