This report is based on the collective research of seven regional education laboratories related to the federally funded Comprehensive School Reform Demonstration program. The participating laboratories were the Appalachia Education Laboratory (AEL) in partnership with the Center for Research in Educational Policy (CREP) at the University of Memphis, Lab at Brown University Education Alliance, Northwest Regional Laboratory, Mid-Continent Research for Education and Learning, Pacific Resources for Education and Learning, SouthEastern Regional Vision for Education, and WestEd. Each conducted its own research project designed for different purposes, used different methodologies, and reflected the different perspectives of the researchers and contexts of each laboratory region. The report presents commonly identified themes that relate to the processes used by schools to plan for comprehensive school reform and how those processes supported program implementation. A key area in several of the projects was the amount of teacher participation in selection of reform models and its effects on implementation. The findings were mixed. Two laboratory projects explicitly examined the effect of model selection on reform implementation and school climate using similar instruments, but used different definitions of the constructs. Researchers at AEL/CREP found statistically significant differences in school climate and implementation progress between schools using different model-selection processes. Contradictory findings may be due to differences in conceptualizations and methodologies, but also to differences in school or district leadership and/or regional cultures. An appendix contains project summaries. (Contains 12 references.) (DFR)