The dynamics of change processes in a rural school jurisdiction over a 5-year period were examined in relation to four specific goals: (1) to document changes since a planning study was done in 1982; (2) to determine if school program changes that had been adopted had reached the classroom according to teacher perceptions; (3) to report how the school system (Parkland School System, Saskatchewan) is organized to provide support for change and how that support is perceived by teachers and principals; and (4) to examine community-school interactions particularly through elected boards. A case study approach was used, with qualitative and quantitative information collected and analyzed throughout the period of the study and findings grouped under the headings of school-community setting, events and changes since 1981, and implementation and teachers' perceptions of support. The study identified positive environmental and leadership factors which led to adoption and early implementation of innovations in relation to computers, special education, and itinerant teachers. The changes are now being threatened by lack of integrated, sustained, pressure and support and by the likelihood that local political factors will prevent priority being given to a system perspective. (JHZ)