Within the following text, educational reform is examined to reveal how and to what extent Ontario secondary teachers (n = 87) have implemented educational changes that had a direct impact on students (n = 396), themselves, and curriculum. Our mixed methods data, while limited in scope, indicated that secondary school teachers were largely content with in-service professional development, resource supplies, and leadership. These new outcomes marked a swing away from the discontent noted in research completed in 2003, as positive indications were found in curriculum planning, teaching, student evaluation, reporting, technology, and the delivery of special education programs. Some areas, such as special education programming, were still viewed as problematic, yet sample teachers were able to support the reforms even though changes required additional planning time and new knowledge in the areas of assessment and technology.