The objective of this study was to determine the influence of changes in New York State political and legislative processes on the political behavior and strategies of education interest groups in seeking State policy change for education. Historical methods were utilized in examining the problem. As interest groups seek their objectives, they attempt to reduce conflicts of the party, the legislature, and the governor within the legislative process on particular issues. The study demonstrated that the rise of a strong executive branch to dominate the legislature reduced conflict in government as well as the number of viable points of access to the policy process available to interest groups. The ability of the governor to maintain controlled conflict will determine if education groups develop competitive or coalitional behavior. (Author)