This paper discusses a major educational reform effort in Thailand and examines its development in the light of frameworks suggested by House and by Berman. Internal, or organizational, factors affecting the Thai educational system as well as factors affecting the external context, or environment, are considered. The educational reform had two phases. The first covered the period 1973 to 1977 and was begun when student demonstrations against the existing military government helped overthrow that government. Subsequently, reforms in education were initiated as part of a movement toward greater democratization of the country. A respected committee was established to lay the groundwork for systematic educational reform. Its four major recommendations focused on promoting social justice through more equitable allocation of educational resources, changing the grade structure of the system, making the curricula more practical and relevant to the real life needs of learners, and changing the administrative structure. The second phase of the reform movement began after a coup d'etat that installed a more conservative and repressive government, preventing the full realization of the reforms. Of the factors mentioned by Berman, the episodic change in external political conditions was the most germane to the Thai experience. (Author/IRT)