This paper explores the decision-making process leading to school district approval for staff development. A retrospective field study approach was used to investigate the decision of a small, rural school district in eastern Washington (enrollment 2,200) to adopt a comprehensive English composition teaching program throughout the curriculum. This case was chosen because the program scope required community-wide participation. Interviews with superintendents, principals, teachers, and others were conducted, and several relevant district documents were examined. Data were analyzed according to J. G. March and J. P. Olsen's "garbage can" model of decision making, defined as a series of choice opportunities in which a given project is one of several competing solutions addressing numerous problems. Two implications may be drawn: (1) the "garbage can" model was definitely applicable to the decision-making process in a small, rural school district; and (2) results may help educators anticipate conditions under which staff development programs may be approved in similar settings. The interplay of March and Olsen's theoretical "streams" (choice opportunities, participants, problems, and solutions) may encourage other staff development advocates to initiate similar processes. (MLH)