TO DETERMINE THE EXTENT TO WHICH SCHOOL SYSTEM ENVIRONMENTS MAY BE DISTINCT IN TERMS OF COMMUNITY RESOURCES AND CONFLICT PROPENSITY, THE VOTING RECORDS, SOCIOECONOMIC DATA, AND ASPECTS OF BOARD OF EDUCATION INTERACTION WITH SCHOOL SUPERINTENDENTS OF FOUR SUBURBAN ILLINOIS COMMUNITIES WERE ANALYZED. A COMPARISON OF CONSTRAINTS AND SUPPORTS FOR THE FOUR COMMUNITIES INDICATED A HIGHER DEGREE OF SCHOOL SUPERINTENDENT LEADERSHIP IN THE DISTRICT WITH THE MOST ABUNDANT RESOURCES AND CONFLICT MANAGEMENT SKILL. THIS WAS EVIDENCED BY A REPRESENTATIVE COMMUNITY CAUCUS ENJOYING BROAD SUPPORT FOR THE SCHOOL PROGRAM AND ENTRUSTING EDUCATIONAL DECISION MAKING TO THE SCHOOL SUPERINTENDENT. DIFFERENTIAL MANIFESTATIONS OF SUPERINTENDENT ADMINISTRATIVE ABILITY AND VARYING DEGREES OF SUCCESS ACHIEVED IN SCHOOL-COMMUNITY RELATIONS FOR THE FOUR COMMUNITIES WERE BRIEFLY REVIEWED. THIS PAPER WAS PRESENTED AT THE ANNUAL MEETING OF THE AMERICAN EDUCATIONAL RESEARCH ASSOCIATION (NEW YORK CITY, FEBRUARY 18, 1967). (JK)