ON-THE-JOB INSERVICE EDUCATION FOR SCHOOL ADMINISTRATORS WAS INVESTIGATED IN FOUR RURAL, CULTURALLY DEPRIVED, AND ECONOMICALLY DEPRESSED SCHOOL DISTRICTS. THE INVESTIGATIONS CONSISTED OF A TEAM OF SPECIALISTS IN SCHOOL ADMINISTRATION, CURRICULUM, SUPERVISION, AND INSERVICE EDUCATION WORKING WITH TEAMS OF SCHOOL ADMINISTRATORS IN LOCAL SCHOOL DISTRICTS. ONE OBJECTIVE WAS TO DETERMINE THE EXTENT OF MODIFIED PERFORMANCE WHEN PARTICIPATING ADMINISTRATORS WERE HELPED (1) TO CONCEPTUALIZE THEIR ADMINISTRATIVE JOBS, (2) TO CLARIFY THEIR ADMINISTRATIVE ORGANIZATIONS, (3) TO IDENTIFY THEIR SCHOOL PROBLEMS, (4) TO FORMULATE SOLUTIONS FOR THEIR SCHOOL PROBLEMS, AND (5) TO EVALUATE CONSEQUENCES OF THEIR ADMINISTRATIVE PERFORMANCE. ANOTHER OBJECTIVE WAS TO EXPERIMENT WITH FIELD WORK AS A PART OF THE ADVANCED PREPARATION OF PROMISING YOUNG ADMINISTRATORS BY INCLUDING THEM AS MEMBERS OF THE COLLEGE INTERDISCIPLINARY TEAM. DATA ON THE CONCEPTS, PROCEDURES, PERFORMANCES, AND INSTRUCTIONAL PROGRAMS ASSOCIATED WITH 64 ADMINISTRATORS WERE COLLECTED BY QUESTIONNAIRES, Q-SORTS, AND STAFF OBSERVATIONS. RESULTS SHOWED THAT THE ADMINISTRATORS DID REFORMULATE THEIR JOB CONCEPTS, REDEFINE THEIR ROLES, AND MODIFY THEIR CONCEPTS OF THEIR SCHOOL'S ULTIMATE PURPOSES. (JM)