Over time, a policy can be modified and its implementation may take a form different than originally intended by policymakers. This paper presents findings of a case study that examined the implementation of a comprehensive education plan for improving secondary education using systems technology in Malawi. Data were gathered through document analysis, a survey of 36 Ministry of Education and Culture (MOEC) administrators and 240 school-level administrators, and interviews with 10 policymakers. It is argued that the MOEC's use of a bureaucratic model to implement a complex policy and its failure to include teachers and building-level administrators in decision making resulted in partial implementation, especially of those aspects aimed at achieving qualitative improvement. School principals/headmasters and teachers reported that they wanted to do a good job, but did not receive adequate information about the system changes they were expected to implement. The findings demonstrate the importance of providing meaningful involvement to all people expected to implement educational policy. A feeling of ownership is required for the development of commitment. Many teachers felt so marginalized by a strong central bureaucracy that they suggested a more appropriate name for the MOEC--the "Ministry of Dedication and Torture," implying that although the Ministry expected dedication from teachers, it failed to treat them as professionals. Changes are recommended to: (1) include headmasters and teachers in the policymaking process; (2) allocate realistic financial resources for implementation; (3) provide adequate training for those who will implement the policy; and (4) invest in clear communication between the central government and school-level educators. Sixteen tables are included. (LMI)