This study reports on the process and outcomes of schoolwide action research by nine schools in their first year as Network members. The participants were a blend of urban, suburban, small town, and rural schools in Central Texas. Focal points of the case studies and cross-case comparison included: (1) how the schools organized for action research; (2) the role of data gathering and analysis; (3) the schools' action plans; (4) early implementation; (5) level of involvement and collaboration by members of the school community; (6) the School Improvement Network's role in facilitating action research; (7) leadership during the action research; and (8) early effects on the schools, educators, and students. A significant result was the identification of two types of schools in the start-up phase of action research: Starters and Wheel Spinners. The authors report results here under headings corresponding to the study's eight focal points. Common results as well as differences between Starters and Wheel Spinners are described under each heading. (Contains 2 figures, 1 table and 14 endnotes.)