This case study using pseudonyms was prepared for class discussion in training teachers and administrators who have some responsibility for building-level policy. Big Mountain is a well-established, comprehensive high school that served over 1,450 students in grades 10-12. Considerable autonomy is given to teachers, who have control their teaching and classrooms. Staff opinion about their involvement or lack thereof in decision making is mixed. Some question how much influence their input has and feel that the school's management is too "top down," despite the principal's espoused "bottom up" philosophy. Several departments are restructuring their curriculum through districtwide curriculum committees. Successful modifications in these departments are one reason the Language Arts department was told to reform its curriculum. Because of decisions to cut the department's electives and adopt a year-long, mandatory core curriculum, many teachers are anxious about losing latitude in what they teach. Case teaching notes that were prepared to assist instructors in using the Blue Mountain case in classroom discussion or in-service activities are provided. (EJS)