This paper reports on an effort to implement systems change in a secondary special education/vocational education program. Initial classroom observations and interviews with teachers identified themes of the existing program, including a perception of constant change, use of a new junior high to senior high transition process, and time pressures and conflicts between preparing students for college or for employment. Observation indicated that teachers did not function as a team and that the program components did not fit together. Specifically identified as needing review were the team concept and process, the implementation of study skills classes, and provision of college preparation coursework. Other issues identified included the need for more co-teaching, the attitudes of regular educators, and the need to reconfigure ownership of students and teacher relationships. Two areas of frustration mentioned by teachers were social skills of students and parental attitudes and levels of information. (DB)