The possible causes underlying the differential response to local control over education in the American Indian Ccommunities of San Juan and Santa Clara, both of the Tewa branch of the Pueblo Tribe, are reported in this paper. Results are described for the 10-week study (summer 1969) that consisted of observations of community reactions to proposals for changed conditions and in-depth interviews with the community political and educational leaders. According to the paper, Santa Clara has progressed much further toward controlling its schools than San Juan. It is noted that the primary factor probably responsible for the difference in degree of receptivity to local control over formal education between the 2 communities is that San Juan has maintained a theocratic government while Santa Clara has instituted a political system in which secular and religious roles are separate. Other major factors include (1) a communication gap between San Juan's traditional governing body and the more progressive citizenry, (2) the absence of consolidated leadership among the general citizenry in San Juan to generate consensus over major issues, and (3) the allocation of final decisions to those San Juan community leaders who are least aware of modern demands. Conclusions concerning the Indian role in formal education are presented. (PS)