This study examined the implementation of the Kansas Project Partnership objectives to improve teacher education by interviewing 53 representatives of 8 higher education institutions in Kansas (Pittsburg State University, Wichita State University, Emporia State University, Kansas State University, University of Kansas, the Associated Colleges of Central Kansas, Washburn University, and Fort Hays State University) that were implementing subgrant programs. The goals of the project were to develop new programs and coursework options, restructure preservice teacher education, implement policies that would enable workers to take advantage of higher education opportunities, and establish an evaluation and a dissemination system. The primary objective of most subgrants has been that of better preparing teachers to serve students with diverse needs. Data were classified into themes, issues, and barriers for each institution. Themes of the subgrant programs include: preparation of general educational personnel to teach students with diverse learning needs; development or enhancement of partnerships with school districts or individual schools; and preparation of related services personnel to work more effectively across disciplines in the school setting. Case studies of the experiences in implementing the programs from each higher education institution are presented. Findings show that most of the project partnership subgrants have reflected grassroots efforts by individual faculty, program areas, and/or departments. The project has stimulated ongoing conversations among faculty members of Kansas Institutions of Higher Education. Policy directions indicate the importance of inclusive education and the empowerment of local communities and schools through the Quality Performance Accreditation system. Recommendations are made for the final years of the project, and include: continued evaluation activities; project partnership staff should assist projects in sharing information with each other and attempt to facilitate conversations in institutions which have encountered barriers; partnership subgroup participants should continue to explore definitions and practices related to inclusive education; and subgrant participants should be assisted in focusing their vision on the systemic impact their efforts can have during the final years of the project. (JPB)