The case of Lakeview provides an example of change from within which saw the school move from a traditional language arts program to an approach which some call whole language’. However, under that umbrella, a number of other changes surfaced, including the writing process, learning skills from context, the integration of subjects around themes, and collapsing of grades. The changes were accomplished not by one innovation but by several. Somewhat paradoxically perhaps, the sheer complexity of the change appeared to act as a facilitator since it allowed teachers to enter the change process in different ways and at different stages. The way in which teachers viewed the subject encouraged learning and experimentation among the staff. The school moved from what I have described as a little house of horrors’ to one that assumed many of the attributes of a ‘good’ school.