This report discusses theories about and studies on the relationship between school districts and community power structures. It offers practical techniques for decisionmakers to use in dealing with such power structures. Various participants and influentials in the community power structure are identified and discussed. Two major power typologies are presented: (1) the sociology-based or reputational, which is representative of those who view a community power structure as pyramidal in shape with only a few elite at the top; and (2) the issue analysis, which is often representative of the view of political scientists, who argue that power and influence patterns often change from issue to issue since people are more inclined to become involved in issues that interest them individually. The author suggests that while most studies support the reputational point of view, educational administrators, by assigning greater emphasis to issue analysis, would fare better in dealing with power structures. (JF)