The multielective system in the high schools of the North Hunterdon district in New Jersey failed to provide students a sense of belonging, warmth, openness, and importance. The multiunit high school model, developed to answer these needs, groups students into learning communities of 20 to 125 students each. Each learning community is focused on a particular topic, but is staffed by from two to five teachers from a range of subject areas. After the freshman year students may choose to enter the standard multielective program instead. This document, prepared by the project director at North Hunterdon, outlines the training, operating, and evaluating processes required for achievement of the multiunit high school's two basic objectives. The first of these is the reorganization of the school into learning communities responsible for budgeting their own time, space, and resources, as well as for developing group spirit and personal relationships between individual students and their teachers. The second objective is for students in learning communities to exhibit a marked increase in six areas measured by Stern's High School Characteristics Index: intellectual climate, student dignity, self-expression, cohesiveness, congeniality, and openness. (Author/PGD)