The process of change in elementary and secondary schools has been the topic of several major studies conducted during the past 15 years. To date, however, information about the change process in different school settings has not been considered comparatively. This document examines and compares the process of change and the role of the change facilitator in the context of both the elementary and the secondary school. After a brief review of significant research, the paper analyzes major variables involved in a change effort and presents case studies to illustrate how these variables work in different settings. A comparative synopsis of the findings suggests that effective change at either the elementary or the high school level requires the following: (1) a leader who sanctions and supports the change; (2) the use of a team of change facilitators; (3) a series of sequential strategies planned around the improvement process; (4) monitoring the system's responses to the implementation strategies; and (5) corrective action if and when the implementation plan strays off target. Four figures are included, and three pages of references are appended. (IW)