This article seeks to address the challenge of activating the seven educational resources, ordered by Justice Leland DeGrasse in the case "Campaign for Fiscal Equity (CFE) v. State of New York," into effective teaching and learning methods, and mobilize the constructs advanced by the improved school finance framework as an analytical tool to examine Justice DeGrasse's ruling and the proposed CFE remedy and outline the next steps that may lead to results in the CFE case. Justice DeGrasse's ruling in January 2001 signaled that a remedy for the New York school funding system must go beyond the simple equity debates of the past and ordered the state to provide at minimum seven resources in order to ensure that all public schools offer a sound basic education. The author examines the comprehensive reforms proposed in the remedy, describes how the proposed reforms are derived from careful methods advanced in recent adequacy cases, and focuses on policy implications related to the challenges of building capacity. He also examines the microlevel and macrolevel challenges of building the necessary capacity in schools and districts that can sustain the ambitious reforms contained in the proposed CFE remedy. (Contains 39 footnotes.)