This paper, based on a recent comparative study of magnet schools conducted by the Department of Education, describes the features of successfully designed magnet schools. First, the paper highlights some of the major findings from the study on which it is based. Although there is a wide degree of variation in the design, development, and effectiveness of magnet schools, about one-third of the magnet schools in the study provided high quality education as measured by ratings of instruction, curriculum, student-teacher interaction, student learning opportunities, and use of resources. Three factors are strongly associated with high quality education in a magnet school: an innovative principal, a high degree of coherence in the magnet school theme, and policy commitment by district leaders and allowance of flexibility with rules, conventions, and procedures. Ten steps identified in the effective planning and development of magnet schools are presented and each is discussed separately. The steps are the following: (1) identify needs for magnet schools; (2) establish district desegregation and education objectives; (3) develop district program strategy; (4) select leaders for the program and schools; (5) identify and allocate resources; (6) design and staff individual magnet schools; (7) develop curriculum around magnet theme; (8) publicize the program and recruit students; (9) organize students and staff; and (10) maintain support. (KH)