The purpose of this project was to improve the quality and demonstrate the most effective methods and techniques of career education in four high schools in the state of New Hampshire. The focus was to effect change at two points: the first was the academic curriculum, where committees in each of the project schools reviewed their existing curriculum in relation to needs assessment results and created means of integrating career education decision-making skills into their existing programs; the second was a review of existing guidance programs and community linkages where, utilizing the same needs assessment results, plans were created for providing a more systematic guidance program at each school and for expanding existing community/school relationships. The process evaluation yielded the following three findings: (1) those schools where open communication among all staff levels was the greatest adapted to the system easier than schools with more rigid hierarchies; (2) the committees in all four schools went through an extensive period of establishing consensus of what career education means to them; and (3) the participating staff members at all four schools had difficulty seeing the various tasks as part of a total system. In summary, it was found that a systematic participatory change model did affect changes in each of the schools involved and that these changes would have lasting effect due to the investment created through participation in the process. (Individual school reports are appended, and a companion document, CE 017 636, presents the third-party evaluation.) (Author/BM)