DATA FOR THE ANALYSIS WERE OBTAINED DURING 2 YEARS OF OBSERVATION OF 'CROSSOVER HIGH,' A FORMERLY ALL-WHITE HIGH SCHOOL THAT WAS DESEGREGATED IN 1972. UNDER THE DESEGREGATION PLAN, THE PRINCIPAL OF A FORMERLY ALL BLACK SCHOOL, TOGETHER WITH HALF OF HIS STAFF, MOVED TO TAKE CHARGE OF CROSSOVER HIGH. FACED WITH A NUMBER OF PROBLEMS, THE PRINCIPAL ESSENTIALLY HAD TO CREATE HIS OWN ACADEMIC SUBSYSTEM WITHOUT THE SUPPORT OF THE COMMUNITY, PARENTS, AND SIGNIFICANT SEGMENTS OF HIS TEACHING STAFF. THE SECOND PRINCIPAL, ALSO A BLACK, BEGAN HIS TENURE WITH 4 YEARS OF EXPERIENCE WITH DESEGREGATION, BUT IN A PREDOMINANTLY BLACK COMMUNITY. THE TWO PRINCIPALS ADDRESSED PROBLEMS OF UNDESIRABLE STUDENT BEHAVIOR IN DIFFERENT WAYS. THE FIRST PRINCIPAL RELIED LARGELY ON NEGOTIATED ORDER, ATTEMPTING TO FOSTER COMMITMENT TO THE SCHOOL BY INDEBTING STUDENTS TO THE ADMINISTRATION. THE SECOND PRINCIPAL RELIED ON BUREAUCRATIC ORDER; I.E., THE STRICT, IMPARTIAL ENFORCEMENT OF RULES. BOTH PRINCIPALS HAD TO DEAL WITH A STUDENT POPULATION DIVIDED BY CLASS, RACE, AND COMMITMENT TO SCHOOL. THE FIRST PRINCIPAL, WITH HIS WILLINGNESS TO NEGOTIATE RULES WITH STUDENTS, EVENTUALLY LOST CREDIBILITY AND WAS TRANSFERRED. THE SECOND PRINCIPAL'S BUREAUCRATIC APPROACH BROUGHT STUDENT DEFIANCE. BOTH PRINCIPALS ACTED IN GOOD FAITH AND WERE COMPETENT PROFESSIONALS, BUT THEY WERE FACED WITH A SITUATION FOR WHICH THERE WERE NO GROUND RULES. A WORKABLE SOLUTION APPEARS TO REQUIRE THAT SCHOOLS MAXIMIZE THE INVOLVEMENT OF STUDENTS IN THE EVERYDAY PROCESS AND EXPERIENCES OF THE SCHOOL. A STUDY OF ANOTHER DESEGREGATED SCHOOL IN THE SOUTH INDICATES HOW NOTIONS OF NEGOTIATED AND BUREAUCRATIC ORDER CAN BE COMBINED EFFECTIVELY IN A DESEGREGATED SCHOOL, IF STUDENTS ARE INCLUDED IN THE PROCESS. (LKM)