This bulletin presents findings of a study that examined the meaning of school restructuring to those who are involved in it. Data were derived from a survey of 238 practitioners actively involved in restructuring projects--131 principals, 95 teachers, and 12 others--from 12 elementary, middle, and high schools in 30 states. Findings suggest that restructuring differs from reform (restructuring was viewed as bottom-up change and reform as top-down); is an effort to change schools comprehensively and dramatically; is a local initiative; is carried out largely by school professionals; and is a long-term strategy that will not necessarily have immediate and conventionally measurable results. Respondents identified local attitudes and practices as the greatest obstacles to reform. Implications are that restructuring requires significant changes in decision making relationships, the reeducation of participants, and a great deal of school professionals' time. Three tables are included. (LMI)