The Kentucky Education Reform Act (KERA) represents one of the most comprehensive pieces of educational reform legislation enacted in the United States. This article describes a series of unintended consequences that are the direct results of inconsistencies both between and within components of the reform. The inconsistencies have made certain reform components highly controversial and have confounded implementation efforts. They also point out areas where policymakers must give serious attention if modern reform initiatives are to create the improvements for which they are intended. Data were gathered from four sources: a comprehensive review of research reports; analysis of state newspaper articles; telephone interviews with leaders of selected legislative subcommittees, Department of Education officials, and leaders of various educational groups; and informal meetings with various groups of educators. (Contains 26 references.) (LMI)