The convergence of two apparently opposite theories of urban educational reform is analyzed as it occurs in three middle schools in a New York City school district. The first theory, emphasizing small schools of choice, promotes close relationships between students and adults in distinctive school programs. The second--centralized, standards-based instructional improvement--seeks to standardize instruction through demanding curriculum, an emphasis on standard-bearing work, and investment in professional learning. Using in-depth case studies developed over three years, the authors argue that the reform theories complemented one another in this case, but their coexistence varied based on how the schools organized themselves for professional learning, knowing their students well, and taking joint responsibility for learning outcomes. The sophistication and flexibility of the district's policies facilitated the convergence process. The authors conclude that, although tension producing, the first set of reform ideas can create the conditions in which rich and complex versions of standards-based practice can develop. (Contains 1 table.)