This report highlights four urban comprehensive secondary schools that are developing, implementing, and evaluating reform initiatives that include vocational and technical education as a key component of these efforts. Efforts of these four high schools are described: Bryan High School, Omaha, Nebraska; Humboldt Secondary Complex, St. Paul, Minnesota; Mayfield High School, Las Cruces, New Mexico; and West Charlotte High School, Charlotte, North Carolina. Each description provides information on the school, restructuring initiatives, initiating the change process, and restructuring facilitators and barriers. Types of restructuring initiatives include the following: tech prep, advisement, block scheduling, integration of vocational and academic courses, and a career planning portfolio. Late start days, teacher meetings, and teamwork are the initiation methods discussed. These facilitators are identified: administrator support, teamwork, teacher-driven action, and partnerships with universities and colleges. The following barriers are cited: loss of momentum, inservice programs, evaluation, lack of inservice training and common planning, scheduling, lack of involvement from outside groups, and lack of consistent leadership. A final section provides a summary of implications for leaders of school reforms. Conclusions about successful restructuring are as follows: it takes time, requires collaborative teamwork from all stakeholders, occurs from both internal and external pressure and motives, and is an ongoing process. (YLB)