This is an account of the planning and implementation processes of a new secondary school (Bayridge Secondary School), located in a suburban area of a medium-sized city in Ontario, Canada. This report traces the planning and development of the school's goals, which included involvement of the entire school community, from 1970 through 1974. The analysis is based on a varied data base, which included examination of reports, attendance at planning events, interviews with key individuals, and questionnaires tapping parent, teacher, and student opinion. In examining implementation, the researchers looked at four specific innovative aspects of the Bayridge program and their implications for those concerned about implementing similar programs in their own schools: (1) the flexible structure, (2) the flat administrative and organizational structure, (3) community involvement in planning, and (4) the emphasis on student responsibility. On the basis of their examination of Bayridge, they identify a number of the elements of a partial theory of planning and implementation of educational change. (Author)