This paper examines teachers' reactions to Graduation 2010, a district-wide public school program in Daviess County, Kentucky, that began with brain-based research and involvement from both school and community. The program proposed educational initiatives in eight areas: the arts, music, foreign language, thinking skills, family involvement, health/emotional health, reading/language development, and community involvement. Since the program's inception in 1997, the district's 12 elementary schools have been permitted to choose to implement any part or all of Graduation 2010. In 1999, researchers met on-site with teachers and asked them to answer open-ended questions about Graduation 2010, examining: the best aspects of the program, what was being overlooked, and how students had changed since the program began. Through qualitative analysis, teachers' answers were categorized into common themes across schools. This report presents preliminary findings regarding these themes. Common themes highlighted current problems encountered by teachers, children, schools, and the program; observed changes in schools and students; and the most crucial aspects (e.g., important things the school does for children). A variety of problems and positive and negative changes were cited. Most of these related to barriers to learning such as parenting, health/emotional health, and student behavior problems. Teaching problems related more to time constraints and instructional issues. (SM)