Currently, there is need for change in the way that dental schools in the United States educate their students to keep pace with the rapidly changing nature of the profession and to better address societal needs. Despite a well-documented change agenda put forth by individual authors and agencies both within and outside of dental education, widespread reform has not yet occurred. Among the barriers reported is the complex and difficult process of change. Organizational change has been studied in other settings, but little empirical research on organizational change in dental education has been reported. The purpose of this phenomenological case study was to understand the progression of change and the environment surrounding a clinic restructuring in one U.S. public dental school in order to identify the factors that enhanced and detracted from the change effort. Data from observations, documents, and twenty-two interviews with administrators, faculty, staff, and students were collected one year following implementation of the clinic restructuring. Data were analyzed through a multilevel frame using the grounded theory method. Change process (actions of the change leaders) was found to be the most influential factor on change, more so than change content (the nature of the change), change context (the internal and external school environments), and differing perceptions about the content, context, and the change school environments), and differing perceptions about the content, context, and the change process itself. This research has theoretical and practical implications in that it places the actions taken by change leaders in a central role in influencing organizational change. It also provides a relational model for studying change content, context, and process at the organizational, group, and individual levels of analysis. Findings from this single case study provide understanding of change in one U.S. dental school. In order to increase generalizability of the findings, the hypotheses generated in this investigation require testing in future multiple case study research. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]