The study's target is to analyze how field-level coalition leaders, namely, the founding principals of Israeli specialized schools, perceive a "high-ambiguity and high-conflict" symbolic educational policy that apparently opposes the basic values that underlie the foundation of specialized schools. Based on an analysis of qualitative interviews, we found that the principals perceive high conflict as supporting the establishment of new specialized schools and high ambiguity as a clear invitation for their establishment. We discuss possible explanations for this surprising policy perception.