This case study examines the impact Quest made at Xavier Senior High School, a large secondary public school located in a northern Virginia suburb. Approximately 62 percent of the student body are identified as white, while the remainder are African-American (20 percent), Hispanic (10 percent), and Asian/Pacific Islander (5 percent). A variety of data-collection methods and instruments were used in this case study. Systematic participant observation was conducted at nearly every Quest event, as well as semistructured interviews and the solicitation of formative feedback from project participants. In addition, a semistructured focus-group interview was conducted with approximately 10 members of the school faculty who had been minimally or not all involved in Quest events (appendix C). Finally, nine Quest team members completed the Reflective Assessment questionnaire (appendix D). Interviews and means on the Innovation Configuration Checklist revealed that Xavier had been highly involved in Quest, from attending network events regularly to implementing two school-improvement processes during the project. However, the focus-group interview with faculty not directly involved in Quest revealed that many interviewees did not think the project had permeated the school. Some gains on the Standards of Learning test were made between 1998 and 1999, particularly on the math tests. Nevertheless, the percent of students passing most tests continued to fall below the state standard of 70 percent. Other appendixes list brochures, interview protocols, and checklists. (Contains 42 references.) (DFR)