An educational reform effort to implement a comprehensive school act in British Columbia (Canada) is analyzed with a focus on some sociotechnical and political aspects. An overview of the content, background, and implementation of the reform effort is followed by identification of seven contradictions inherent in the plan. Contradictions are as follows: (1) inconsistency and lack of integration between proposals; (2) lack of incorporation of new ideas into schools' organizational structures; (3) simultaneous centralization and decentralization processes; (4) dysfunctional organizational effects of initial implementation; (5) conflict between content and process; (6) discrepancy between technical-rational and political goals; and (7) conflict between increased parent involvement and increased centralization. (31 references) (LMI)