Ten teachers write about time-related frustrations growing out of school reform efforts, noting how problems were or were not resolved. There are specific examples of what it is like to experience school reform and how reform affects teachers' already full days. These cases are preceded by contextual descriptions. Each case study includes one or more commentaries prepared by representatives (e.g., principals, department chairpersons, or other teachers) from schools and districts discussed. After an introduction by Karen Panton Walking Eagle, chapter 1, "Framing the Cases: Time for Change" (Nancy E. Adelman), discusses the planning, implementation, and improvement stages of reform. Chapter 2, "The Planning Stage: The Need for Time to Explore and Learn," discusses how to make change work, problems with portfolio assessment, and moving from dedication to despair. Chapter 3, "The Implementation Stage: Expanding and Testing New Ideas," discusses teachers juggling student needs, reclaiming reform, dual-language dilemmas, and classroom teaching and professional development. Chapter 4, "The Continuous Improvement Stage: Keeping the Vision Dynamic," explains quality time in an alternative school and the erosion of site-based, shared decision making. Chapter 5, "In Conclusion: New Ways to Think about Teachers and Time" (Andy Hargreaves), discusses how teachers feel like prisoners to time, how to steal back some time, being partners with others involved in positive change, and a review of the cases. (Contains 44 references.) (SM)