This paper focuses on the conflicts between communities and schools that occur as change and reform activities are implemented. The discussion (1) describes the nature of the relationship between educational organizations and the local (and more remote) environment; (2) suggests conditions that may cause the relationship between schools and local communities to become conflicted when changes are introduced; (3) illustrates the key issues with examples from the change literature--particularly recent studies of federally sponsored change in rural areas; and (4) suggests some possible implications for research and practice. (Author)