The research examines the range of effects of obtaining Specialist School status in two contrasting mathematics and computing colleges, concentrating on the mathematics department. The positive impact of a wider range of technology was evident in both schools although the inherent pedagogical perspectives within each mathematics department remained fixed. Some definite tensions were evident in both schools – timetabling difficulties mitigating against maintaining and strengthening partnerships, a growing assumption that, having obtained Specialist School status, all mathematics staff were deemed to (...) be ‘experts’. Key subject personnel in both schools obtained promotion within two years; each left a significant ‘gap’ in provision and development and raised issues of ‘succession management’ which had been unforeseen. (shrink)