This paper traces the development of input from the black community of Bradford, North Carolina, in the decision-making, administration, and resource allocation of the local school district. The approaches taken by blacks and by the traditional interests in the district to express their respective ideas during this development are analyzed and their effects on the school district and on school-community relations are examined. Placing an emphasis on the desegregation of Bradford's schools, the paper is organized roughly into two main sections. After some introductory remarks, the course of events since World War II in the development of black input to the schools is outlined. A description of the dual structure once operating in the district is also presented. Secondly, the events and processes in the development of black input are focused upon in order to describe the importance of the school district in community relations, the peculiar features of the political and organizational situation defining the context for conflict, and the strategies that operated in the process of change and resistance. (Author/MK)