An investigation of how some school districts construct and maintain needed links between evaluation/testing and curricular/instructional activities is presented. Researchers must build on the twin strands of research about school and school district organization and developments in testing, evaluation methodology. School district characteristics which might inhibit data use include loose organizational coupling, teacher isolation, permeable organizational boundaries and goal ambiguity. Using information from previous studies, four school districts which link evaluation and instruction were selected for intensive study. Specific information about one of the four school districts is presented in this paper. This case study is used to demonstrate that the elements of ideas, operations and coordinating mechanisms are necessary for linking testing, evaluation and instruction subsystems. (CM)