By definition allied health education operates in a dynamic environment influenced by the diciplines it represents, the educational system in which it resides, and the complexities of the health care delivery system which it serves. Well-designed and implemented interdisciplinary programs would assist allied health administrators in answering the needs of its diverse publics. Historically, an interdisciplinary approach in the health sciences has been demanded by these forces. Unfortunately, with its multiple definitions, interdisciplinary education confuses and poses problems for administrators attempting to implement the approach. An administrator of the allied health unit must address issues related to the tools of production (organization of the program, faculty, and curriculum), the raw material (students), and the final product (the reality of the outcome of interdisciplinary efforts). Perhaps the biggest challenge for the administrator is not only to facilitate development of innovative instructional forms, but also to deal with complex organizational change. Specific administrative decision making occurs at two levels: (1) those decisions which begin the change process including organizational goal setting, problem diagnosis, and postures necessary for interdisciplinary development and (2) those which relate to the issues of implementation and maintenance of interdisciplinary activity (program operation). (YLB)