A survey of 35 principals was conducted to determine their perceptions about the impact environmental influences had on the desegregation planning process and its outputs in Milwaukee, Wisconsin. A model based on the principle of general systems theory was designed by the investigator and used as a conceptual framework to conduct the study. The results indicate that the principals were not allocated enough staff time to be effective managers of the school district's desegregation/integration plan, and that timelines imposed upon principals by central office staff made it difficult for principals to implement and manage the plans. Apparently, a principal who is overloaded with tasks doesn't have time to play the change agent's role, which is crucial in neutralizing negative environmental influences in the desegregated school. To play the role of an effective change agent, the principal must: (1) have the appropriate perception of his or her role; (2) be willing to organize horizontally to eliminate vertical organizational constraints; and (3) formulate plans and programs to address problems created by parents' fears for students' safety, community groups that oppose desegregation, and pressures to maintain neighborhood schools. Perhaps most importantly, a principal must strive for an effective implementation of a desegregation plan. He or she must: (1) break down resistance to change; (2) design staff development programs; (3) formatively evaluate programs; (4) devise support systems to provide postiive reinforcement and alleviate stress; (5) break down internal communication barriers; (6) organize and carry out a systematic planning process to select desegregation programs; and (7) conduct the planning process in conjunction with the school district's budget cycle. (KH)