This study examines the use of such practices as flexible scheduling, team teaching, nongraded classes, and elective courses; provisions for individualizing learning activities; inclusion of media materials and equipment in instructional practice; and provisions for student involvement in the learning process at four secondary schools in Rockville Centre Diocese, Long Island, New York. Data was obtained from curriculum guides and course content outlines, initial interviews and follow-up meetings with department heads, questionnaires submitted to department heads and individual teachers, and observations of 2,086 minutes of classroom instruction. The findings indicated that at least three of the schools had the potential for flexible, adaptable organizational structure and practice, but no school showed startling adaptation and change as a result of the impact of the technological culture. About 44.5 percent of the instruction was teacher-dominated. Media usage was not extensive and the acceptance on paper of innovative materials and practices did not seem to be borne out in practice. While there appeared to be some awareness of the changing technological culture, this awareness did not seem to produce much direct action and support for it. (Author/RB)