Spain's transition from dictatorship to pacific and stable democracy without producing major national convulsions is remarkable in a world where many such attempts have been made and most have failed. Within the context of government reform, this study identifies and examines strengths and weaknesses of the regionalization process in education 10 years after the changes began. The study identifies the special characteristics of Spain's "regional problem"; the creation of 17 regional, decentralized governments intended to resolve that problem; and the forces behind discontinuing the decentralization movement until at least 1990. Data were gathered in Spain over an 8-month period, using a field study methodology. Interviews were conducted with classroom teachers, top Ministry of Education officials, constitutional lawyers, senior politicians, distinguished writers, and regional officials. Results show that 10 years after regionalism began, coordinated educational planning encompassing the Ministry of Education Council and the six Autonomous Communities with delegated authority was nearly nonexistent. Coordinated actions between the six regional systems and the Ministry were noticeably absent. Tensions between regional educational officials in historic communities and the national officials are partly responsible for division of authority problems. Worsening debts though deficit spending have not facilitated agreement. Included are 58 endnotes in Spanish and English. (MLH)