During the 1990s, many public schools began to apply the principles of Total Quality Management. As they moved ahead, they discovered that most of the separate principles that comprise Total Quality Management are not new to public education. Theories and practices using similar and related ideas have been championed by educators for generations. Here, Algozzine et al describe differences in the patterns of teaching and learning processes that emerged in a school where concepts of Total Quality Management were formally adopted and supported by administrators, teachers, parents, and students. (Contains 4 tables and 1 figure.)