This study was undertaken to summarize the results of the first two years of the Model Technology Schools (MTS) program. Research and evaluation reports from the five MTS projects were analyzed to provide answers to three basic questions: 1) How well did the MTS projects function? 2) What made the MTS projects function as well as they did? and 3) Has the program achieved its statewide goals? In the original MTS Program Request for Proposals, the state indicated that the MTS sites were supposed to provide "technology-rich student learning environments for educational research, product development and teacher training." To date it appears that they are on the way to meeting this objective. The projects are evaluated in terms of their management, staff development, impact on instruction and curriculum, and impact on students. A number of factors were identified that affected the implementation of the MTS projects. In addition, the study revealed three key elements of the program model that facilitated the program implementation. These were: 1) its central approach or philosophy; 2) its emphasis on staff development; and 3) the role of technology. Evidence from the sites indicated that technology played four key roles: as a disturbance, a catalyst, an incentive, and an educational tool. Activities related to all six broad program goals described in the state's RFP were carried out by the MTS projects during the program's first two years. It is concluded, however, that "it is too soon to tell whether or not these objectives will be achieved by the time the program funding is completed." It is further concluded that is too early to draw conclusions regarding the program's impact and effectiveness, but recommendations and implications for policy are both discussed. Appendices include: 1) California's Model Technology School Project's 18-Month Report; and 2) Framework for Reporting Results.