Case study findings confirmed earlier reports on the implementation of mathematics reform and the prospects for using the NCTM Standards as a framework for improving curriculum, instruction, and assessment (Porter et al., 1994). Integration efforts did not result in watered down curriculum at case study sites. Students, in general, reported high levels of approval for integrated mathematics reflecting high authentic instructional practices, indicated positive changes in attitudes toward mathematics, and demonstrated better understanding of where it fits in their career interests. Administrators reported that students' scores were similar, if not better, than those participating in more traditional courses. With variations in approach and degree of authenticity, examples from case study sites hinted that it is possible to link the NCTM Standards to integration efforts at both the secondary and postsecondary level. However, it was clear that implementing the NCTM Standards vision is not a mere question of change in instructional practices. It requires participatory leadership and serious commitment to program-wide restructuring involving comprehensive changes: placing students' experiences at center stage; moving toward authentic, integrated instruction; providing institutional support under more democratic and flexible conditions; and promoting a climate conducive to internal and external collaboration (i.e., developing a sense of community). These findings parallel research on organizational restructuring and support a theory for developing integrated, authentic mathematics curriculum (Newmann & Wehlage, 1995).