The purposes of this study were to assess staff perceptions of desirability and level of implementation of Individually Guided Education (IGE)/Secondary Schooling in four high schools implementing programs similar to IGE and to identify factors enhancing or impeding implementation of these programs. Theoretical foundations of the study included IGE principles, social systems theory, leadership theory, and change theory. The field study design employed a questionnaire and an interview to gather school staffs' perceptions. Results indicated that IGE was perceived to be a desirable system of schooling having "some" but less than "adequate" implementation in each of the four innovative schools studied. Significant differences in the mean desirability and implementation ratings of IGE/Secondary were observed between and among the sample schools. Total desirability and implementation ratings were significantly correlated in three of the four schools studied. Staff perceptions of the desirability and level of implementation of IGE/Secondary were related to their roles in the school. Perceptions of desirability and implementation of IGE/Secondary were also related to number of years served in present position and involvement in team teaching. Numerous factors were perceived as bearing on the implementation of IGE/Secondary programs. (Author/JM)