Kentucky high schools are attempting to address requirements of the Kentucky Education Reform Act of 1990 (KERA). This study was conducted to collect and interpret data related to the implementation of high school restructuring and make recommendations. Thirty-three schools were invited to participate based on categories of restructuring, geographic region, size, and type. Data were collected through the Configuration Map for High School Restructuring (developed by the Kentucky Institute for Education Research) and interviews with administrators, counselors, teachers at various grade levels, departmental chairs from English mathematics, science, and social studies or two team leaders and two department chairs, a minimum of two parents, a student focus group, and a support staff member, community member, or business partner. The study found broad and genuine support for the education reform. Some specific findings were: (1) high school restructuring was mostly in the planning and development stage; (2) the most critical factors for the advancement of high school restructuring were the principal's leadership, teacher involvement, school counselors providing leadership and support, active involvement of students, reallocation of funding to support instruction, standards for new graduation requirements, parent and community support, and new ways to use teaching and planning time; and (3) in the next few years, the need for development training and technical assistance will be focused on specific high school restructuring initiatives, such as shared decision making, increased use of teams for instruction, flexible scheduling, and performance-oriented graduation requirements and many forms of assessment. Twelve recommendations were made based on these findings. Appendices include the configuration map and the mean scores and correlation coefficients for the 33 high schools. (NAV)