This study is about a mandated reform in the higher education institutions in Louisiana that offer teacher-preparation programs. The Governor's Blue Ribbon Commission on Teacher Quality made 60 recommendations that later became policy via the Louisiana Board of Regents and the Board of Elementary and Secondary Education. The purpose of this policy was to recruit, retain, and prepare quality teachers for the classrooms of Louisiana. This perceived need was based upon low standardized tests scores in a large number of civil parishes.; This qualitative study employs an individual interview approach followed by both within-case and cross-case analysis in order to help the findings to emerge at multiple levels. Among the 10 findings were the following: (1) This policy was a positive move for the state, that is was an opportunity to move forward with changes that had already begun or needed to begin, and that it was long overdue. (2) Individual campus culture and context were not taken into consideration by the policymakers. (3) These changes are healthy, solid, and 'lasting,' while improving the quality of their programs. (4) The culture of the institutions changed in varying degrees as a result of Redesign. (5) The relationships between the Education and the Arts and Sciences Departments had improved, although it was a challenging and uncomfortable time for both groups.; The researcher believes that Redesign was, and is, a strong reform initiative for higher education institutions, for K--12 schools, and for the children of Louisiana. In addition, the researcher believes that the policymakers in Baton Rouge did not take into consideration the context of the institutions that offer teacher-preparation programs. The disregard for institutional size, type, mission, vision, culture, environment, and resources was manifest and could affect the successful implementation of this state-wide initiative.
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