The growing emphasis on accountability and the demand for better prepared students is pressing institutions of higher education to examine restructuring. Student experiences represent an important arena for school restructuring, and a useful approach to changing student experiences is the Tech Prep Mapping (TPM) process. The TPM process requires high schools and postsecondary vocational, technical, and adult education districts to work together through joint curriculum and articulation workshops. The process consists of four phases. Before entering phase I, the secondary school district determines the target program area at the technical college and then in the first pahse identifies a course sequence that will lead to that area. Then, academic and vocational competencies are aligned in Phases II and III, based on entrance requirements at the technical college. In Phase IV, applied lessons and teaching strategies are developed to integrate the competencies found to be in both academic and vocational courses. For school restructuring to occur via the TPM process, structural changes within the school district's board and central office administration, within the school principal office, and among teaching staff are necessary. These changes include the decentralization of curriculum decisions, scheduling support by the school principal for workshop attendance, and the establishment of curriculum teams to ensure faculty involvement and support. (PAA)