A study was done of the relationship between school district central offices and school-based innovations in a large urban school district. The study looked specifically at the work relationships among central office personnel and their behaviors and attitudes toward school-based innovations. Data were collected through a survey administered to 30 principals and 30 central office personnel. In addition, all central office personnel were interviewed about their roles, responsibilities, and working relationships. Analysis of the data found little evidence either structurally or behaviorally, that the school system had a clear understanding of what innovation is, the complexity of implementation, or its role in improving the delivery of student services. Further, there was little commitment to innovation and risk-taking, to rewards, and to use of research and development. Central office encouragement of innovations was limited to informal relationships among individuals, and in some instances, administrators choose which schools were to receive innovative programs funded by a grant. In other instances, schools developed their own responses to problems with or without the knowledge, support, or encouragement of the central office. Suggestions for restructuring based on five research questions are included. ( Contains 5 tables; 40 references.) (JB)