The primary objective of this study was to examine revenue generation and resource allocation and deployment practices associated with the implementation of three smaller learning communities (SLC) project high schools in a single school district. The study used a variation of Levin and McEwan's (2001) ingredients approach. District- and school-level data were obtained from two principal sources: the Hamilton County Department of Education and the Public Education Foundation of Chattanooga. Findings suggest that SLC reform success in the district studied depends on involvement of a broad-based set of constituents in reform; use of a cooperative agreement mechanism between school, district, and community partners; innovative use of existing revenues and resources; data-driven analysis for planning, implementing, and evaluating comprehensive and continuous SLC reform improvement; school- and district-level pursuit of extramural funding; and formal mechanisms for keeping community partners involved in and informed of school activities. (Contains 5 tables and 8 footnotes.)