This paper concerns the process of developing model urban education programs and is based on the experiences of the state funded Urban Education Pilot Project (UEPP) being carried out in one Cincinnati, Ohio, inner city public high school attendance area. First, key premises used by the UEPP are outlined. These include: (1) principals are the major decision makers for the use of project resources across the district, while central office project staff serve as coordinators and resource people who carry out the principals' decisions; (2) improvement in a high school district comes both from within each school and from coordinated project-wide activities; (3) urban schools can improve if a comprehensive approach is made in the areas of student achievement, student motivation, student conduct, staff development, and community involvement; and (4) model urban programs should be developed and tested in those classrooms they are meant to influence. Progress to date in the areas named above (student achievement, motivation and conduct, staff development, and community involvement) is then discussed and is described as excellent. Finally, five case examples from the model (the Council of Principals, the Honor Clubs, the Extended Day program, Talent Search, and the University Collaboration program) are analyzed in terms of their potential for contributing to successful model building programs. (Author/GC)