Decentralization efforts in Australia after the publishing of the "Better Schools" report in 1987 are described in this paper. An overview of the implementation process concludes that the transition is halfway completed. However, the process has encountered strong resistance. Authority to determine the means, but not ends, was devolved to states by the federal government. Barriers to implementation include teacher union opposition, different definitions of school autonomy, the role of principals, and the politicization of education. A paradox is that the purpose of restructuring is effective resource utilization by schools, yet the inability to do so threatens implementation. A conclusion is that restructuring will be achieved, but must overcome the cultural, historical tradition of central management and the appeal of expedient central government action for decisive problem solving. Recommendations are made for outcome-based criteria for evaluating success and presenting restructuring as a means for professional advancement. (9 references) (LMI)