This paper describes the general features of educational reform in Spain that emphasize increased school autonomy and teacher collaboration and professionalization and have been initiated since 1978 when a new constitution was democratically approved. The first section which offers background to the reforms describes the general impact of the new constitution, general education law from 1979 to 1990, and incorporation into the European Community in 1986. The second section looks at teachers in Spain and their generally low social and historical status and the challenges to teacher professionalization. The education reform's aims and structure are described as being for personal education, parent participation, equity between the sexes, development of critical and creative capacities, encouragement of democratic habits, school autonomy, and professional development for teachers. The current curriculum development is described as coherent with a tradition of centralization of curricular decisions. The next section describes the new requirement that teachers in schools collaborate to specify and complement the curriculum through a curricular project. This requirement is a new and challenging demand for teachers who have traditionally worked in isolation. A discussion of school leadership under reform describes principals' election by local school boards and the effects of this change. A final section discusses the changing concept of the teacher under reform. Contains 12 references. (JB)