The major purposes of this study were to describe and explain, and then to generate grounded theory about the administrative organization, processes, and behavior in an innovative senior high school. The school selected for the study was nationally known for leadership in implementing individualized learning programs compatible with the model of secondary education developed at the Wisconsin Research and Development Center. Over a three-week period the data were gathered by means of an ethnographic case study utilizing participant observation, open-ended interviews, and document analysis. The data are presented in terms of six field propositions dealing with the administrative organization, administrative processes, and administrative behavior. The propositions concern decentralization, the teacher advisor program, the decision-making process, the staff selection process, and leadership behavior. Relevant theories are described and the data are analyzed in terms of the theories. Theories found to be relevant to the data included those related to change, organization, role, leadership, decision-making, motivation, climate, and the administrative process. (Author/MLF)