Based on a nationwide survey of urban school administrators, personal experiences of the author, and a review of relevant desegregation literature, this paper explores the role of administrators in the achievement of the objectives of busing for school desegregation. Findings cited from the survey include: (1) peak periods of conflict occur in the fall and spring; (2) most of the actions by school administrators prior to peak periods of conflict focus on the involvement of and communication with community groups; (3) effective organization and planning for community group involvement are critical factors in desegregation; and (4) the actions/inactions and spoken or implied promises of administrators affect conflict over desegregation and busing. It is held that one of the greatest leadership assets is the administrator's demonstrated commitment to goal attainment. Other important aspects of leadership are said to be the assessment of the uniqueness of each school situation and good communication with the community. Guidelines for administrative behavior when seeking such communication are presented. Finally, a number of strategies for effecting good leadership in the area of desegregation organization and planning are provided. (GC)