This conceptual paper suggests and elaborates on the use of physiological metaphors pertaining to the systems and parts of the body as an approach for fostering an understanding of organizational theories among students of educational administration. The importance of this pursuit is related to the recognition that the students often reject the value of theories, that theories can be used to acquire substantive organizational knowledge, and that a comprehension of organizations is needed to lead districts and schools in the quest for achievement of their goals. The value of such understandings is based upon the work of theorists (Deming, 1993, 2000; Senge, 2001, 2006), in which conceptual constructs have been offered to substantiate the claim that the success or failure of organizations (e.g., districts and schools) to achieve their goals is influenced significantly by the ways in which they are structured.