The purpose of this study was to investigate the relationships between recommended administrative practices and procedures used in desegregated secondary schools to achieve integration and the quality of integration of desegregated secondary schools. A school system was chosen in the southeast. The Prime Secondary Student Questionnaire was administered to 40 black and 40 white eleventh grade students who were randomly selected from each of the six high schools. An instrument was constructed and administered to all the high school principals which measured the extent to which recommended administrative practices and procedures were implemented in desegregated secondary schools. Fourteen variables indicative of administrative practices and procedures were found to be significantly correlated with ten percent or more of the factors of integration. Those highly related practices and procedures which were positively related to the factors of integration were: (1) the percentage of student government members who are black; (2) provisions insuring a multi-ethnic cheer leading squad; (3) the number of school parent teacher conferences; (4) the percentage of the newspaper staff that is black; (5) the percentage of students whose parents receive reports of positive behavior; (6) the percentage of the basket ball team that is black; and, (7) a student-faculty group used to promote human relations. (Author/JM)