In winter and spring 1995, the Western Center for Community College Development, in Oregon, undertook a 2-year project to develop the Contextual Learning Institute and Consortium to train teachers in contextual teaching, or instruction linked to the real life domains of students, and implement this methodology in a variety of subjects at the high school level. In the first year of the project, 33 teachers were organized into contextual teaching teams at 5 public high schools, attended a contextual teaching summer institute, and implemented the methodology at their schools. In the second year, outcomes for contextual and non-contextual students were compared. Evaluation activities for the project included analyzing student gains through pre- and post-tests and comparing outcomes for contextual and non-contextual students, surveying teachers and students regarding their attitudes toward contextual learning, and analyzing classroom observation checklists completed by participating teachers. Results indicated that teachers were generally positive toward the contextual curriculum, while students expressed mixed feelings, generally enjoying the classes but not overwhelmingly supportive of the methodology in terms of learning. Comparisons of contextual and non-contextual student outcomes after the second year were inconclusive, but they did find that contextual learning did not reduce students' academic learning. Appendixes provide a list of participating high schools, the teacher and student survey instruments, the classroom observation checklist, a description of assessment instruments, a sample project newsletter, and overheads summarizing the project. (HAA)