This study investigated the extent to which an environment based on interpersonal sensitivity, individual freedom, and abolition of sex roles influenced patterns of interaction in a small group. Two hypotheses were developed: (1) free schools maintain a definite normative and value system that influences group process among small groups of its members; and (2) the influence of the immediate free school environment on group behavior should result in member deviation from conventional sex role interaction styles. The researcher observed and participated in a free school located on farm land which housed 11 of the 21 children attending the school. Four types of groups were identified: commuter, resident, resident/commuter, and teacher. Results indicated that the behavior of the first three groups was not influenced by the norms and values of the school; that sex role interaction styles and behavioral preferences of commuters remained unchanged; and that teachers' commitment to counter-culture resulted in interaction styles that deviated from those associated with traditional sex roles. This indicated that patterns of interaction associated with conventional sex roles could be modified if individuals were psychological members of a subculture committed to male/female liberation. (HOD)