This study reports the results of a validation study of the Comprehensive School Restructuring Teacher Questionnaire (CSRTQ) and the School Observation Measure (SOM), which are intended for use in evaluating comprehensive school reform efforts. The CSRTQ, which putatively measures five factors related to school restructuring (internal focus, external support, school capacity, pedagogical change, and restructuring outcomes), was administered to 2,511 teachers in 83 schools that received Comprehensive School Reform grants. The SOM, a high-inference observation instrument that measures school-wide implementation of various instructional practices, was administered eight to ten times in each of the 83 schools. Confirmatory factor analysis supported the a priori factor structure of the CSRTQ. Hierarchical linear modeling analysis indicated that teacher perceptions of pedagogical change were significantly predictive of aggregate SOM observations of specific teaching practices, and that the SOM items reliably distinguish between schools on 26 teaching practices. Mean pedagogical change scores were negatively related to traditional, teacher-centered practices, and positively related to the student-centered practices advanced by most CSR restructuring designs. (Contains 1 table and 1 figure.)