The purpose of this report is to describe a study concerning organizational processes in an alternative high school with walls (Metro High School), which is part of the Chicago public school system, and its effects on students during the first 18 months of operation. Student development comparisons are made between a group attending Metro and a control group, both randomly chosen from a pool of volunteers who wanted to attend Metro. The major organization changes implemented were: (1) the development of student-teacher relationships based on dialogue and noncompartmentalization; (2) freeing students from conventional school restrictions on personal functioning; (3) use of community-based learning experiences in the educational program; and (4) an increase in the variety of learning options available to students. The study revealed complex problems of social process in implementing such organizational innovations that have significant policy implications. Basic differences were found among six student subgroups in their perception of and participation in the program. Multiple methods converge which are considered to indicate that the aspects of the Metro experience valued most positively by students as compared with the conventional high school experience are humanistic interpersonal relationships with teachers and fellow students. (Author/JM)