Using techniques of the reputational method to study community power structure, this report identifies components of power structure in a Tennessee school district, demonstrates that proven methodologies can facilitate educational leaders' reform efforts, and serves as a pilot study for further investigation. Researchers investigated the district in terms of 13 interest sectors, including business, education, women's groups, and minority groups. Thirty interviewees were chosen from the sectors by leadership position. Interviewees identified district issues, organizations influencing issues, and individuals influencing resolution of issues. Interview questions and tables of results appear in four appendices of this report. Researchers conducted a second round of interviews with 13 respondents, data from which are appended in six tables. Interviewees identified leaders, who were ranked according to degree of perceived social power. Two of the top five issues identified concerned education. Conclusions are: (1) Official position and power are closely related; (2) power of established, wealthy families is not apparent; (3) new leaders are emerging from new businesses; (4) media control provides for a power base; and (5) minority groups lack local power. Additional interviews can yield a more comprehensive description of community power structure; research in progress enhances this report's reputational methodology with techniques from network theory. (CJH)