The longitudinal impacts on school change and student achievement of implementing varied Comprehensive School Reform (CSR) models was investigated in 12 elementary schools in diverse geographic locations. Each school was individually matched and compared to a demographically similar control school on measures of school climate, teacher satisfaction, observed classroom teaching methods, and student achievement on a battery of 4 individually administered reading tests. Data were analyzed for all CSR-control school pairs combined and separately for pairs representing 4 different CSR models (Balanced Early Literacy Initiative, Core Knowledge, Direct Instruction, and Success for All). Although results varied across location (rural versus urban) and models on different measures, overall CSR advantages were evidenced for teacher attitudes, school climate, and student achievement. Observations of teaching strategies further revealed their general conformity to the CSR models' pedagogical emphases (e.g., direct instruction, ability grouping, higher order questioning). The implications of the findings are discussed relative to processes of enacting and sustaining educational change using whole-school reform approaches. (Contains 5 tables and 2 notes.)