The program described in this paper was designed to address two sets of questions, one concerning the nature of classroom teaching and learning of science in secondary schools and the other concerning their mechanisms. The program consisted of four phases: (1) "Establishment" (emphasizing trust between teachers and consultants); (2) "Directed Training for Reflection and Action Research" (developing techniques for increasing teachers' project comprehension;) (3) "More Autonomous Teacher-Initiated Collaborative Action Research" (listing all the factors that might influence students' attitudes and application in years 7-11, and forming working groups to deal with different factors); and (4) "New Partners--Students Joining Consultants and Teachers as Researchers." A major insight is that the relative importance of factors changes with time, individuals and context. Other insights include the diversity of students' reactions to lessons and the fact that teachers' impressions of the reactions are often misleading. The shift in responsibility from consultants to teachers and students is described. Questions from the "What I Think of Science" instrument and "Year 9 Agreement on Science Teaching and Learning Weekly Evaluation Form" are provided in the appendices. (YP)