In 1994, Norway implemented large-scale educational reforms that altered the face of education in that country. An overview of these changes in upper-secondary education is presented in this paper. The report describes how international competition created a sense of urgency, prompting the government to rush in with wholescale education changes. Some of these reforms altered the curriculum so that all students, those in academic tracks and those in vocational tracks, followed the same basic courses in the first year. Evaluations of these curriculum reforms in uppersecondary education are discussed, along with the notion of the school as a learning organization, the problem of changing cultures in a school, and teachers' and students' attitudes toward these changes. Since much of the reform centered on Pupils' Responsibility for their Own Learning (PROL), a detailed discussion of this process is offered, which includes feedback on what teachers and pupils say about PROL and the pupil as a cooperative partner. Results of these evaluations indicate that teachers must expose students to different ways of teaching so that students can choose which style they like best. Such an approach may circumvent the "culture of resistance" that has arisen toward these reform strategies. (RJM)