This study focused on the extent to which nontraditional instructional strategies targeted by a high school in its Title I schoolwide plan were observable in classrooms. The study was conducted in an inner-city high school where 76% of the students are classified as economically deprived. Data were collected through classroom observations in 18 of the 33 regular classrooms in the school. Both qualitative and quantitative data were collected. The classrooms of two teachers were the focus of more detailed study. The evidence overall was mixed regarding implementation of Title I instructional goals. The use of technology was hindered by resource shortages and teacher adherence to teacher-centered strategies. In nearly all classes, students were assumed to be passive learners, although the skill of the faculty in establishing rapport with these low-income students and in creating a positive learning climate are strengths on which the school could build in promoting Title I instructional components. The two classes that were studied more extensively exemplified a traditional teacher-centered class and a student-centered class in which students were encouraged to use various learning styles to accomplish a week-long project on poetry. The contrasts between these two classes suggests that teacher professional development could do much to encourage student-centered instruction. (Contains 3 tables and 19 references.) (SLD)