This case study was undertaken in order to discover if there are different types of policy language, and, if so, to describe relationships betweeen policy language types and policy implementation. Content analysis of three drafts of the state educational policy, "Standards for Approving Vermont's Public Schools," demonstrated the presence of three types of policy language: philosophical (which describes a goal), professional (which describes the desired output of an activity), and prescriptive (which mandates an activity or stipulates certain conditions). During the policy making process, individuals and interest groups attempted to influence policy by shifting statements from one language category to another. Content analysis revealed random discrepancies between the approved policy and regulatory guidelines. Policy language type had minimal impact during policy implementation by school personnel, unless significant implementation conditions were present. For external evaluators, however, policy language type evoked differential responses. The study concludes that policy detached from the conditions for implementation is not likely to be reflected in school practice. (TE)