This paper presents findings of a study that examined educators' perceptions of restructuring in nine Oregon Network schools. These schools participated in a federal grant designed to help schools focus on the "central variables" of restructuring--learner outcomes, curriculum, instructional strategies, and assessment. Variables that enable restructuring include learning environment, time, technology, and school-community relations. A questionnaire was sent to four groups of educators at each of the nine schools. A total of 219 teachers, 15 other certified staff, 14 administrators, and an unidentified number of counselors responded. Findings regarding the effects of the project on teacher behavior and practices include the following: (1) There was a lag between teachers' adoption of an outcome-based philosophy and the alteration of instructional techniques; (2) schools that were most highly involved in the Network saw the greatest changes in the central variables; (3) there were few differences in teacher perceptions across age, gender, years in education, and years at the school; (4) schools with the highest amount of change in the central variables showed the greatest amount of change in their learning environments; (5) changes in the enabling variables require more consensus and group commitment to action; (6) network schools are successfully achieving a clear focus and are enhancing teachers' perceptions of efficacy; (7) the project offers a successful model that involved teachers in recreating their practices; and (8) much variation existed among the schools' perceptions of the project's effects. (LMI)