A developmentally appropriate early child classroom is described as one offering children organized activity choices, opportunities to explore content areas, and a time structure encouraging learning from one another and from adults in one-to-one and small group contexts. In addition, teachers would employ assessment practices related directly to curriculum planning, corresponding to the actual learning experiences of children, and taking into account individual differences. This study evaluates the Teacher Training Project, which emphasizes the foregoing practices. Interviews were conducted with nine preschool and nine kindergarten teachers, all of whom had completed the two-year Teacher Training Project. The interview questions emphasized changes made in the classroom environment, schedule, and curriculum; focused on teachers' understanding of how children learn, goals for students, the teacher's classroom role, and how student learning is assessed. Results suggest that teachers who participated in the Teacher Training Project implemented developmentally appropriate practice in their classes. They made changes in the classroom environment, the structure of the day, the types of activities available to children, and assessment procedures. (LL)