As an outgrowth of "A Study of Exemplary Mathematics Programs," conducted at the Northeast Regional Exchange in Chelmsford, Massachusetts, a panel of experts rated 150 school mathematics programs that had submitted evidence of excellence in student outcomes, for example, high test scores, exceptional course enrollments, significant awards, notable successes for female and minority students, and special success with mathematical enrichment programs. A panel of experts then visited 28 of these schools, singly or in pairs, to find evidence for the factors and the conditions predicated to be associated with excellence in precollege mathematics, namely: (1) a high valuation of mathematics achievement effectively communicated to students; (2) an emphasis on frequent homework with extensive feedback; (3) a flexible curriculum geared to maximize individual student success; (4) a curriculum developed and owned by the staff; (5) a school climate consistently favorable to high expectations; (6) a classroom environment supportive of student hypotheses and conjectures; (7) efficient and productive use of class time by both students and teachers; (8) considerable commitment to extra time for instruction and preparation by teachers; (9) exemplary programs characterized by lack of non-instructional distractions; and (10) an overriding professional atmosphere that stimulates participation. From the 28 schools visited, 10 school mathematics programs were selected for inclusion in this document because each of them exemplified at least 1 of the 10 success factors proposed. Effective leadership appears often in these stories, as do careful decisions about the curriculum and its implementation, but the most important theme involves the growth of teachers and the development of their teaching. Also included is an annotated bibliography, and a list of recommendations from this study. (JJK)