1. BACKGROUND Our work is part of a broader research about the impact of the Reform at Secondary Education in Spain, it considers a school as a case study to obtain evidences on its implementation process. The main important change in this process is focused on two linked challenges: - To increase the age for compulsory education (from 14 to 16). - To meet with students diversity. Teachers have been involved in a situation in which the proposed changes affect not only their practices but their ideas about the meaning of education. Therefore they are meeting with an important challenge in their professional development processes. 2. OBJECTIVE We were interested in obtaining understanding about teachers responses to the challenges that Reform implies for them. 3. THEORETICAL FRAMEWORK We consider in our theoretical basis the contributions from Hargreaves (1994) about implications of Reform for teachers in the potsmodern society, and from Hargreaves, Earn and Ryan (1996) referred to changes in secondary education. In this way, we assume the necessity for a change not only at an individual level, but a structural change that involves the whole school in a collaborative learning process (Stoll and Fink, 1997). This process would take into account teachers professional development (Bell and Day, 1991). 4. METHOD We used semi structured and indeep interviews to teachers and headteacher, which have been registered in audio. The transcripts are been analyzed through a system of inductive categories grouped in four dimensions: organizational culture, immediated questions, deeper questions and diversity. 5. RESULTS Results show some evidences related to teachers professional development processes. These does not always include the challenges proposed by the Reform, being difficult to achieve the necessary structural change. As a consequence of this situation changes lean on surface.