In 1995, the Albuquerque (New Mexico) school district devised a plan to merge special education, cross-cultural education, Indian education, and Title I with the general education program, designated the Unified Education System (UES). Considering the abrupt implementation of UES in the first year and subsequent confusion regarding staff positions and roles, an evaluation was conducted at the administrative level during the third year of implementation. Thirty-seven assistant superintendents, operational staff, management in special services, other administrators, and program support specialists participated. Findings indicate that five of the six components necessary for change--vision, necessary context, decision making, skills, and action plans--were well recognized by respondents. There was surprising unanimity of vision for the future of UES. Recognition of the importance of interpersonal support was evidenced by efforts to build esprit de corps and recognize individual achievement toward UES. Respondents acknowledged the importance of dispersed decision making in facilitating large-scale buy-in of UES. Respondents valued people skills as a means of efficiently distributing specific expertise to those needing support. Respondents reported frustration that implementation of instructional improvement at the school level came out of teachers' existing schedules and personal time, and that collaboration time was lacking at the classroom level. Nevertheless, respondents readily discussed action plans that may ensure continued progress towards UES. An appendix presents survey questions and planning matrix. (TD)