This paper compares work patterns emerging from the first year of implementation of a job enlargement career ladder for teachers at two junior high schools. Field research and interview data are used to analyze implementation process variables, work structures, and career concepts. The study investigated problems educators consider important in the job design, the way they make sense of the reform, and mechanisms developed to handle conflicts and opportunities. Three main themes influencing plan implementation are career ladder tasks and educational impact, teacher opportunities for authority and decision-making, and career incentives. Each school had different experiences during the first year. Teachers responded in both schools with strong positive and negative feelings because they could not isolate assessment of career ladders from influence on school improvement. Perception of communicative success was important for positive assessment. Teachers were positive about substantive authority and decision-making opportunities. Strong egalitarian norms caused opportunities for authority to be uncomfortable for everyone. As a career incentive, the redesign affected groups of teachers differently. Perceived fairness of the process was significant and accountability was vital to the confidence of teachers. Time is needed during beginning stages to adjust for personality factors, disruption of traditional work norms, and need for assertive leadership. A 14-item reference list concludes the paper. (CJH)