Although school restructuring and school reform are widely talked about topics in educational administration, a difficulty exists in coming to an agreement about definitions of terms. This paper presents findings from a study that surveyed school district superintendents and school board members from 362 school districts in a seven-state area (Missouri, Iowa, South Dakota, Nebraska, Kansas, Colorado, and Wyoming). The purpose of the study was to determine: information about their perception of what school restructuring will accomplish; what they view as important ingredients of school restructuring; what factors will influence restructuring; and what current educational or political emphasis they associate with restructuring. Responses were received from approximately 74 percent of the superintendents and 40 percent of the board members. Findings showed that both groups were in general agreement on issues associated with school restructuring. They agreed about the key words they used to describe school reform and the factors influencing reform. Outcome-based education, strategic planning, cooperative learning, site-based decision making, and total quality management were viewed as the top five descriptors of school restructuring techniques. School vouchers, home schooling, the New America Schools Corporation, and the Edison Project were not reported as terms associated with school reform. In general, officials from smaller schools viewed restructuring less positively than did those in larger schools. Ironically, although most respondents supported the perceived outcomes of restructuring, only slightly more than 4 percent indicated that most or all of the current components of the public educational system needed to be changed. Change may be slow in coming if left to those on the "inside" to facilitate reform. Contains 8 tables and 13 references. (LMI)