This study describes the systematic efforts of the faculty of Dearington Elementary School, Lynchburg, Virginia, to examine needs for change, study alternatives, and adopt and implement change strategies to meet identified needs following court-ordered integration in 1970. Chapter 1 provides a change model and consolidates case data. Chapter 2 presents basic assumptions related to leadership styles and effects of teacher and parent attitudes on change. Chapters 3 and 4 present the collected data from testing the assumptions through observation, interviews, questionnaires, and surveys. Conclusions reported in Chapter 5 suggests the importance in the change process of developing close interpersonal relationships, maintaining a warm and accepting school environment, increasing pupil responsibility, and directing attention toward developing parent knowledge and support. (Author/DW)