This paper reports the results of research examining the long-term success of Sweden's educational reforms. The paper's first section describes the Swedish educational system's structure, noting the roles played by the national government, local governments, and the National Board of Education. The second section of the paper looks at Sweden's history of interest in educational improvement, discusses changes in the national curriculum, and describes the policies (and their costs) for professional development of teachers. The third section of the paper describes three studies providing longitudinal information about the effects of these professional development programs. One of these studies, conducted in 1979, replicated another study, conducted in 1969. These 2 studies obtained information from students and teachers in upper grades in 12 locations around Sweden. The data showed relatively few changes in classroom teaching styles, some decreases in student and teacher workloads, and little increase in student feelings of independence. The third study, a 4-year study in three school management districts, found the schools' decision-making system a major cause for the schools' resistance to change. The findings of all three studies suggest that research results may not be broadly generalizable even in centralized educational systems. (PGD)