Changes made at Antioch College, Ohio, during the early years of Arthur Ernest Morgan's tenure and factors that influenced these changes are examined. In addition, variables associated with the change period, such as Morgan's leadership style, the faculty and students, and the assistance of individuals outside the college are analyzed. To provide a context for Morgan's presidency and for the process of effecting change within an educational institution, higher education, particularly the liberal arts college, prior to the 1920's, is discussed. Morgan's first major function as president was to begin a major reorganization of the board itself in order to guarantee support of his programs and to enhance the colleges financial backing. The next step was acquiring a supportive faculty; he hired almost a complete new faculty for the fall of 1921 in order to select individuals who possessed qualities of personality, scholarship, and training that would enable them to contribute immediately to the programs envisioned in the Antioch Plan. Morgan de-emphasized specialization, insisting that it occur only in the autonomous courses; he felt that combining academic knowledge with practical experience enabled graduates of the college to gain a better perspective of the world. He believed the Antioch Plan could only function effectively within a small college environment, and promoted cooperative arrangements between the college and business concerns. It is suggested that the combination of a major crisis state at the college and Morgan's abilities resulted in Antioch's reorganization and its innovative approaches to education. A bibliography and lists of contributors are appended. (SW)