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This article reports on the first stages of a longitudinal study examining the implementation of a reform effort in high schools known as Quality Management (QM). Quality Management is defined as the use of the following seven practices: continuous improvement, customer focus, systems thinking, leadership, studying and evaluating processes, data-based decision making, and training. Interview and survey data from a national sample of purposively chosen high schools show limited results in terms of the effective use and institutionalization of the seven Quality practices by classroom teachers, though the lessons learned and examples of best practices are instructive. Contextual factors that aid or inhibit the implementation QM practices are identified and explicated. The findings provide insight into the implementation of systemic school reform efforts, with particular emphasis on the critical leadership role of principals.