This study examines the socialization and enculturation process by which one becomes a school board member, using adult socialization and small group theory to construct a model of the role personalization process. Thirteen new school board members in seven Arizona school districts were interviewed indepth, from the announcement of their candidacy until their first anniversary in office, and information was also gathered from interviews with superintendents, attendence at meetings, and documents. The model of school board member enculturation identified in this study involves five phases. To enter the enculturation process, members must go through rites of passage, involving three stages: candidate, member-elect, and oath of office. Second, the new members become aware of the traditions of consensual voting, team concept, and not raising embarrassing questions. Third, members learn the trade, becoming knowledgeable in three basic areas: technical, cognitive, and self-analytic. Fourth, they gain familiarity, insight, and tolerance regarding the groups they interact with. Finally, the members become a cohesive group as they receive common stimuli, are influenced by other board members, learn to act in public, and respond to the constituency. The study concludes with recommendations for further research. (DCS)