The success or failure of a school reform can be measured by whether the reform has become an accepted, effective, and sustainable part of the school's culture. For example, as the National Middle School Association (2003) argued, ''new programs must become integral to the school culture'' (p. 11) before a school can call itself a ''middle'' school. But how can a school monitor its progress, and at what point can a school claim that a new reform or new programme has become part of its culture? Wallace's revitalisation theory (1956), Hall and Hord's Processural Structure (1986) and Hall, Wallace, and Dossett's Concerns-Based Adoption Model (1973) are used to describe the cultural revitalisation taking place with the introduction of middle schooling into Australia and specifically within 3 Queensland middle schools. Results have highlighted gaps and tension points that need to be resolved before any widespread cultural transformation can be claimed.