Central to restructuring efforts in Australia was the establishment of school decision-making groups (SDMGs), which gave school staff and community representatives more autonomy over decisions concerning educational policy and school development. This paper presents findings of a study that examined the responses of three secondary schools to the mandated establishment of school decision-making groups and school-development planning. The three secondary schools were located in Perth, Western Australia. Interviews were conducted with school district superintendents, school-development officers, principals, deputy principals, and school-based decision-making steering committees. Findings indicate that context exerts the most pronounced influence on the implementation process, and that change should be viewed as context dependent. In particular, the existence of a collaborative approach toward administrative decision making was strongly related to positive reception of the SDMG implementation. In addition, the level of the principal's commitment affected the school community's attitude toward school-based decision making. Participants in decision making considered concerns other than rational costs and benefits in evaluating the organizational fit of innovations to schools. In conclusion, the unique nature of each school's organizational characteristics appeared to influence not only receptiveness to restructuring and reform but the type of change strategies adopted, the range of information and assistance used, and most importantly, the degree to which members of the organization would persrvere with the implementation process. Contains eight references. (LMI)