There is a tendency to simply view alternative schools as against tests, grades, bells, seats in rows, and dress regulations. This obscures the need for alternative schools to have stable organizational structures if they are to play an important role in education. There are five stages in the development of an alternative school. They include (a) determining the appropriateness of an alternative school in the particular school system; (b) school board commitment to a formal planning process; (c) description of objectives, characteristics, and resources of the school; (d) operationalization of the school; and (e) continued self-evaluation. Of these stages, the most difficult to achieve is proper planning and operation of the alternative school. This can be aided by examining the issues that require consideration in the planning and operation of a school. First are goals, objectives, and unique characteristics. Second are internal concerns such as curriculum, structure, teachers, and students. Third are external factors such as financing, community relations, and public image. Each of these issues should incorporate evaluation, communication, and decision making. This kind of coordination and structure can make the alternative school, not only a well-organized, on-going process, but can lead to wider use of the alternative school in the education process. (MK)