This paper examines the decision making process used by selected principals as they implemented the 1977 faculty desegregation plan of the Chicago Public Schools. A historical summary of the development of the plan, from the 1969 ultimatum issued to the Chicago Board of Education by the Attorney General's Office to the 1977 adoption of the plan is presented. The specific faculty desegregation policy is outlined and the procedures used by the Chicago Board of Education to implement this policy are described in detail. The role of the school principal is then analyzed. It is noted that the principal had access to the desegregation process at three points: notification of teachers; appeals procedure for those teachers who appealed on the basis of program needs of a school or data error cases; and maintenance of teacher distribution once the desegregation plan had been implemented. Administrative problems for principals that were not anticipated by the central administration are also described. (Author/MC)