Results and analysis of interviews, with deans and faculty members at ten schools of education are reported in this study, focusing on deans' roles and behaviors as administrators of Dean's Grant Projects. Large research institutions and smaller, primarily teacher training, institutions participated in the study. The purpose of the Dean's Grants Program, to incorporate special education awareness in teacher preparation programs, is summarized. Seven case studies are presented, providing highlights of essential features of Dean's Grant Projects and personnel adaptation. A review of literature on administrative advocacy and change agents in education is integrated with a three-part discussion of the study results. In the first section, advocacy and administrative support techniques are defined. Three advocative roles assumed by deans are illustrated through quotations and situations: persuader, negotiator, and choreographer. The second section presents an analysis of the perceived intensity of deans' involvement, ranging from symbolic support to active involvement. Nonsupportive behaviors such as inconsistency, carelessness, and thoughtlessness are noted in the third section. Eight conclusions are reached, and benefits accruing to deans from their participation in the program are listed. Appended are questions used in the interviews with the deans. (FG)