This report explores the commitment of students and teachers to the educational enterprise in ten urban comprehensive high schools in Baltimore (Maryland), Newark (New Jersey), Philadelphia (Pennsylvania), Pittsburgh (Pennsylvania), and Washington (District of Columbia). Data were analyzed from interviews conducted in each school with the principal, assistant principals, a counselor, teachers and department heads from a variety of departments, and a high- and low-achieving ninth or tenth grade and senior student. Additional interviews were conducted with central office staff in each city. Major variables explored include the following: (1) district characteristics; (2) school characteristics; (3) interactions among teachers and students; and (4) teacher and student commitment. Major findings include the following: (1) student and teacher commitment are closely interrelated; (2) factors which affect the commitment of both students and teachers include relevance, respect, support, expectations, and influence; and (3) each of these factors can be reflected in a series of programmatic and administrative actions at both the district and the school level. Recommendations for ways to adjust these school and district factors to build commitment are included. Illustrative material is included on nine figures. A list of references is also included. The appendices include the following: (1) a review of the related literature; (2) a list of interview questions; and (3) definitions of the variables examined. (FMW)