Unquantifiable changes affecting attitudes of teachers, administrators, and students who were involved with a four-year comprehensive staff development effort are discussed. A brief overview and analysis of the Napa-Vacaville Follow Through Research Project describes the program designed to improve student engaged rates and achievement at two Chapter 1 target schools. The "hard data" is summarized and a discussion is then presented on 10 themes that emerged from the project and that combined into a tapestry of school improvement revealing how attitudes changed over the four year period. The themes are: (1) collegiality; (2) knowledge about teaching strategies; (3) sense of personal efficacy; (4) changes in cognition about teaching; (5) changes in teachers'/principals' perceptions about their own learning needs; (6) environmental norms which support experimentation; (7) changes in the workplace; (8) changes in student outcomes; (9) changes in perception of the school in the community; and (10) perceptions about why the project worked from the participants' point of view. Conclusions are drawn about critical factors affecting project development, training, implementation and maintenance. Recommendations are made for replicating the project. (JD)