This report describes a study of the planning, development, and implementation of the first 61 Chapter 1 schoolwide projects established in 1989 in the Philadelphia (Pennsylvania) School District, and presents case studies of 6 of those schools. Schools in which 75 percent or more of the students are from low-income families can choose to spend their Chapter 1 funds on schoolwide projects that upgrade the entire school program. The schoolwide interventions feature key components such as staff development for principals and teachers, redefined roles and functions of Chapter 1 funded personnel, and a focus on the instructional process. This report focuses on project sites in Annapolis (Maryland), Cleveland (Ohio), Fresno (California), Philadelphia (Pennsylvania), Racine (Wisconsin), and St. Petersburg (Florida). The following six sections are provided: (1) introduction; (2) methodology; (3) historical context; (4) school district framework; (5) schoolwide project interventions; and (6) descriptions of selected cases (including context, principal's story, schoolwide project intervention, staff perceptions, sources of classroom support and coordination, sources of pupil support and recognition, student outcomes, average daily attendance data, reading scale scores, data on cohorts of students in school in 1986-1990, and reading and mathematics gains). These schools continue to be plagued with problems that are characteristic of urban schools; yet, they are working to change the nature of teaching and learning in these settings. For real program success, significant technical and financial support must be continued. Included are 12 graphs, 16 tables, and 1 flowchart. (JB)