Sweden has recently introduced a new curriculum and grading system in its school system. Earlier change strategies based on information dissemination failed because teachers did not view the reforms as being based on reality. This paper presents a research design to identify the internal and external factors that influence change in Swedish secondary teachers' instructional patterns. The conceptual framework stresses the factors of experiential learning, teachers' cognitions of teaching and learning, local organizational structure, and school leadership. It is argued that changes occur as a result of the interplay between the individual and context. Therefore, changes in organizational structure must be accompanied by changes in the teachers' cognitions about teaching and learning. The proposed research methods include surveys of headmasters, managers, and teachers in every upper-secondary school in Sweden and interviews with teachers in six selected schools. Symbolic interaction theory provides the basis for understanding the mutual and complementary character of teacher and student roles. Four figures are included. (LMI)