To generate a theoretical model for future interpretation, this study analyzed the 1985 Indiana Legislature concerning educational policymaking in public school funding. Previous research indicates that the classical rational actor model of policymaking inadequately addresses multidimensional pressures at work in state legislatures. A model is needed that would be useful in interpreting or giving meaning to policy decisions. This analysis of legislative actions, however, did not produce a clearly defined model. Instead, the analysis yielded generalizations that operate within a complex political setting, which include the following: (1) Indiana is a conservative state with beliefs in local control and a conviction against change initiated by outside forces. Policymaking is thereby insulated, and the legislature carries on a traditional treatment of the funding formula rather than assessing broader proposals. (2) Concerning Indiana's internal politics of education, key spokespersons (primarily superintendents) are heeded by legislators on educational matters. That many positions are based upon patronage brings little expertise and creates political factions. (3) The cumbersome funding formula, known to a powerful minority, prevents understanding of specific actions. Further research on Indiana's legislated educational policymaking is needed to sharpen the assertions in this study and to understand how policymaking influences public school practice. Appendices (consisting of interview questions and the Indiana formula for local tuition support) and two pages of references are included. (CJH)