This paper describes the implementation of a reform program in a middle school located in a relatively large school district in southeastern Michigan. First, an integrative theory is presented as a promising framework for reforming middle-grade schools. The theory was developed within a social-cognitive framework that emphasizes the importance of students' interpretation of the goals that are dominant in an achievement setting. School policies and practices influence whether task-focused and/or ability-focused goals are perceived by students. A task focus is associated with optimal motivation and use of effective learning strategies. Unfortunately, a task focus becomes less common, and a focus on relative ability becomes more common when students move to middle-grade schools. To illustrate how this theory can be used in restructuring efforts, experiences of working with a team of leaders in a middle school are described. The school leadership team examined and changed school policies and practices, which promoted a school focus on learning and task mastery, rather than on performance and relative ability. Three tables are included. (Contains 83 references.) (LMI)