This paper investigates the elementary school principal's role in helping to sustain implementation of a complex math and science program designed to foster the development of higher order thinking skills, particularly for language minority students. The study predicted a positive relationship between coordination and program continuation; if the principal organized conditions enabling teachers to implement a new and complex program, then the quality of what occurred in the classroom would be maintained over time. The innovation studied is a math and science curriculum called Finding Out/Descubrimiento (FO/D), boasting 17 physics and chemistry themes and 130 associated activities. The study was conducted in eight school districts of varying sizes in the San Francisco Bay Area (California). Data were collected using one classroom observation instrument and two questionnaires for principals and teachers, respectively. Findings showed little association between administrative coordination and the quality of program continuation after the first implementation year. One explanation could be the teachers' strong understanding of the program and delegation of authority, which might require less principal involvement. Also, teachers might require a different type of administrator support in subsequent years. Eight tables are appended. (18 references) (MLH)