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The introduction of generic key skills into the school curriculum has been limited. The impact of funding to promote development within schools in two local education authorities was the subject of investigation undertaken by Keele University researchers during 1998-99. Findings indicate the importance of the development of strategic management structures at local and school level, and the necessity for clearly stated aims and objectives that are widely accepted and owned by the staff concerned. The research identifies the problems of so-called 'honeypot' funding which can lead to creative interpretations of key skills at school level, but which may undermine the wider formulations of policy makers. In terms of the development of key skills, the evidence in this article suggests that without whole staff understanding, cross-curricula application, assessment and the reporting of objectives that go with it, embedded change is likely to be patchy.