The study summarized in this report explored the attitudes of 320 teachers employed at three ethnically diverse high schools selected to pilot the Model Schools Project during the 1988-89 school year. The survey was returned by 164 teachers. The researcher-developed study questionnaire elicited attitudes toward school reform, perceptions of the Illinois School Reform Act in general, and policy changes directly affecting classroom teachers. The attitude scale generated measures on two constructs: endorsement of school reform and anxiety about the specific policy changes. Several analyses (the independent T-test, pairwise comparisons, and polarized categorizations) were employed to evaluate the effects of teacher characteristics on the endorsement and anxiety scales. Teachers generally appear to have low endorsement of the School Reform Act and some anxiety about the proposed policy changes. The most experienced teachers were the most anxious and had the lowest endorsement for the reform bill. Teachers directly involved in the school's pilot of a school-based management model had significantly greater endorsement and expressed lower anxiety than nonparticipants. Conclusions and implications of teachers' low endorsement/low anxiety attitude profiles are discussed. (11 references.) (MLH)