A pilot study was designed to explore the nature of pressure groups interested in education and to determine characteristics common to those groups. Background material is presented covering the history of pressure groups in the U.S., the social structure in which pressure groups must operate, and the role of pressure groups in the decision-making process. The literature pertinent to group effectiveness is reviewed and eight variables that may have a bearing on effectiveness are discussed and presented as hypotheses. A questionnaire interview schedule was developed and completed interviews were obtained from 56 pressure group leaders (84% of the sample) and 42 educational personnel (91% of the sample). Four variables pertinent to pressure group effectiveness showed significant results: 1) the critical situation, 2) prestige, 3) channels of communication, and 4) strategy. The most significant variable was the groups' strategy since there was a strong relationship between the strategy a pressure group employed and its ability to influence educational policy. [Computer printout pages 157, 159, 161, and 163 may reproduce poorly due to marginal legibility.] (MF)