This article revisits the Eight-Year Study, which was a set of simultaneous experiments in secondary education carried out by 30 schools from 1933 to 1941. These schools were free from the usual subject and unit requirements for college admission for a period of eight years, beginning with the class entering college in 1936. Freed from the demands of college preparation, the schools were able to better serve their students by experimenting with alternatives to curriculum design, institutional organization, and student assessment. The teachers in the Thirty Schools were brought into full sharing in the general life of the school. This involved much more cooperative thought and action than before. Teachers entered more significantly into the general life of the school through curriculum revision. In almost all of the participating schools the changes that were made in curriculum and teaching procedures were a result of faculty collaboration. The Thirty Schools progressed in making the general life of the school consistent with the democratic ideal. [Reprinted from Wilford M. Aikin, "The Story of the Eight-Year Study, with Conclusions and Recommendations," vol. 1 of "Adventure in American Education," chap. 2, 24-45. New York: Harper & Brothers, 1942.]