This paper presents a conceptual model for determining patterns of predecisional behavior of school administrators, and a method for empirical verification of the model through content analysis of subjects' responses to complex problem-solving situations. The discussion concerns the concept of the relationship among identifiable patterns of predecisional behavior, environmental consequences of value or profit, and organismic and situational variables that possibly modify predecisional behavior. Research study findings, utilizing the model and procedures, draw some preliminary inferences with regard to the interface between strategy in the decision-making process and environmental consequences. (Author)