A vocational-technical center in Delaware, launched a massive restructuring effort in 1988. Educators used frameworks provided by the National Center for Research in Vocational Education and Southern Regional Educational Board and visited High Schools That Work sites. In 1991, Sussex Technical High School opened its doors as a newly designed comprehensive facility offering these innovative concepts: block scheduling, common planning time, structured programs of study, career majors, a strong and relevant academic program, and integrated curriculum. Emphasis was on blending the essential content of traditional college preparatory studies with quality vocational-technical studies. The high school adopted an intellectually challenging academic curriculum that included coursework in English, mathematics, science, social studies, foreign language, and computer technology. Students were required to earn at least six credits in a vocational-technical major. Leaders developed strategies effective in raising standards and achievement that involved school organization, curriculum integration, teacher support for high-level content, student-centered learning, extra help for student success, a comprehensive guidance system, and community support. Results indicated substantial student gains in reading, mathematics, and science; that more students were taking more rigorous courses; a 95 percent attendance rate; and a dropout rate of less than 2 percent. (YLB)