A study was conducted to answer several research questions involving: (1) decision models used by teachers; (2) nature of preactive and interactive decisions made by teachers; (3) what governs teachers' decisions; (4) interaction between teachers' decision making and the need to maintain activity flow; (5) how teachers establish a "learning community" classroom; (6) key characteristics of the learning community classroom; and (7) characteristic pupil behavior in the learning community classroom. The background, rationale, procedures, and findings of an elementary school teacher, who viewed pupil outcomes as her goal and saw instructional interactions as her information processing priority, were examined. The classroom management and organization system developed and established by the teacher, called a "learning community," supported pupil and teacher on-task behavior. Findings in the areas of decision making, management and organization, and characteristics of the learning community classroom are discussed. (JD)