The dissatisfaction theory of American democracy (Ianneccone and Lutz, 1970, 1978) purports that citizens do not become politically active until a high level of dissatisfaction is present and that superintendent turnover is the end result of a process in which the school board becomes increasingly unresponsive to its community, dissatisfaction prompts community members to defeat incumbent board members, and changes in board membership create value shifts often resulting in superintendent turnover. The paper proposes to support the dissatisfaction theory of American democracy through a case study of the Leafy Rivers School District. The study examines indicators of the three variables leading to changes in school policy--changes in community values, citizen participation, and school board values. It also documents the changes in school policy following the hiring of the new superintendent and categorizes the identified policy changes according to seven domains: (1) district reorganization; (2) educational goals; (3) personnel quality and choice; (4) testing and assessment; (5) educational finances; (6) building and facilities; and (7) interaction with the board. References and 15 pages of charts and graphs are included. (TE)