This paper examines the implications of the organizational-learning concept for policy and practice in school restructuring. The organizational-learning framework emphasizes the individual and collective cognitive and behavioral transformations that occur as part of the emergence of new organizational patterns. Various models for organizational change are discussed, with a focus on managed change. Implications of the organizational-learning framework for educational change are as follows: (1) school restructuring is an important precursor to real paradigmatic change; (2) schools have deeply embedded dysfunctional learning habits that must be attacked; (3) the organizational learning framework avoids placing blame for organizational problems; (4) teachers' and principals' expectations about the nature of leadership are inconsistent with that of the organizational-learning framework; and (5) the emerging paradigm will probably result in increased centralization in U.S. schools. The organizational-learning framework has elements of both managed change (structure and leadership) and anarchy (unpredictability). The application of organizational-learning theories helps to resolve some of these issues by identifying aspects of the change process that are more or less manageable and by suggesting ways in which the subjective aspects of change may be incorporated into more traditional change approaches, such as strategic planning. (Contains 30 references.) (LMI)