This paper discusses a project that attempts to update what is known about Catholic schools, articulates the shape and direction that the Catholic high schools have taken, and clarifies certain myths and lores of Catholic education--specifically, that Catholic identity has a direct impact on student achievement, and that Catholic identity is maintained exclusively by religious leadership. The first part describes the history, governance, finance, and curriculum of Catholic education. The second part analyzes whether Catholic schools are doing what they say they are doing. It specifically attacks the position that Catholic schools do not need to bar the laity from leadership positions on the grounds that the presence of lay leaders compromise the Catholic identity of a school and therefore can affect students and outcomes. The third part explores a case study of Delbarton School, a Catholic high school, and its preparation of lay leaders. A survey elicited responses from 50 out of 71 faculty members and administrators and 11 out of 18 parents. The majority of the respondents expressed a strong sense of community and belief in the school's religious mission. However, there was disagreement about who should conduct and lead the school's practices. The paper argues that laity should be considered for leadership positions, given the increased percentage of lay teachers and administrators and the high staff turnover. A copy of the questionnaire, data analyses, and 42 endnotes are included. (Contains 29 references.) (LMI)