The ways the administrative staff of the Carleton (Ontario) Catholic School Board has tried to promote change in the teaching of reading have encouraged more than half the teachers to use individualized reading programs. By using workshops, large and small interactions with a consultant, and individual consultations, the entire teaching staff has been reached. Extra funds and as much direct contact between supervisory staff and teaching staff as possible also support the change to individualized reading programs. Teacher input is actively sought in both formal and informal meetings. Teaching staff interactions are encouraged through the establishment of a teacher center which stocks equipment and resources and is operated by the teachers themselves. The direction of change toward individualization in the reading program was set by the administrative staff, and teachers are encouraged but not forced to follow the lead. Within the Carleton schools, this method of staff development and change utilization is working. (TO)