This literature review is intended to help inform the development and implementation of innovative, educationally sound high school redesigns in Alberta. It is provided as a support resource for school administrators involved in Alberta Education's High School Flexibility Enhancement Project. Support is provided in the following ways: (1) a brief history of Alberta Education's High School Flexibility Enhancement Project; (2) a definition and discussion of the Carnegie Unit, a term and measure associated with high school scheduling; (3) an overview of foundational principles, supportive strategies, and evident benefits and challenges related to high school redesign as gleaned from a review of literature; (4) descriptions of several North American high school redesign models and initiatives that are realizing student benefits; (5) links to a variety of resources that have been developed to support educational leaders as they design or redesign high schools (look for the wrench icons); and (6) suggestions for further reading in the form of a bibliography, links to relevant web sites, appendices and endnotes. The foundational principles, models, and supporting strategies gleaned from the literature on high school redesign in North America are intended to inform but not necessarily prescribe high school redesign efforts in Alberta. School administrators involved in the High School Flexibility Enhancement Project are invited to consider the information and resources offered in this literature review as they collaborate with stakeholders to develop and implement high school redesigns that suit their schools' unique contexts. Six appendices are included: (1) Comparison of A Traditional and New Paradigms for High Schools; (2) Case Studies; (3) CES School Benchmarks - Classroom Practices; (4) Career Academies - Pros and Cons; (5) A Comparison of Traditional and Personalized Educational Environments; and (6) Strategies for Education Reform. (Contains 11 diagrams and 96 endnotes.)