Successful change results when two conflicting realities--organizational initiation of change and implementation of change at the individual level--are linked. The Southwest Educational Development Laboratory (SEDL 1995) has proposed a set of six "sacred" administrative strategies that foster the link: (1) Create a context conducive to change; (2) develop, articulate, and communicate a vision for school improvement; (3) plan and provide materials, resources, and needed organizational arrangements; (4) provide training, support, and professional development; (5) assess, monitor, and evaluate progress and needs; and (6) provide continuous assistance, consultation, reinforcement, and problem solving. This paper presents findings of a study that examined the ways in which one elementary school changed to a Year-Round Education (YRE) program. Using interviews, direct observations, and a review of school records, the study found that the principal was able to link the institutional focus during adoption of YRE to the necessary individual focus during the implementation of YRE. The principal used strategies consistent with those recommended by the SEDL and were critical to implementation of the change. However, the six strategies need to be augmented by actions that meet the needs of the particular situation and setting. Finally, continuation of a change is beyond just the power of the principal. The continuation of YRE and the ultimate fate of that program lies in the hands of the school board and central administration. Two tables are included. (Contains 16 references). (LMI)