Triple T, a graduate project to educate (train) teacher trainers, allows participants to view the schools as a total system and gives educators a means of training people to change that system. It offers an opportunity to develop an alternative means for graduate education. An important element in this program is parity. While parity is more a feeling of having equal power in the decision making process than a result of organizational design, it is essential that the structure not hinder attempts at this power, and that some mechanisms for achieving parity exist. The concern here is with how parity exists between individuals in the university. One major problem is the role of the graduate student--he is thought of as a full member of the university by everyone except the faculty. In any TTT project, this relationship must be altered if the concept of parity is to have any meaning. If TTT is successful, institutional change will follow. Suggested elements of an organizational structure which would allow parity are: 1) New graduate students should select graduate committee from people sympathetic to TTT objectives, but not presently active in it; 2) No course work, for grades, should be taken from any professor he is currently working with on the project; and, 3) No credit should be "earned" in a TTT program. If it seems important that a student receive credit, it should be given. (JLB)