A case study of a mixed comprehensive school with an age range of 11-16 investigates the management of the first externally imposed change on the secondary school system during the years 1987-89. Implemented in 1986, the General Certificate of Secondary Education (GCSE) is a national examination for all 16-year-olds delivered through the subjects of the curriculum. An interactionist micropolitical approach is used to understand organizational implementation processes from individual definitions of the situation and as a political activity. Participant observation and interviews with Curriculum Team Leaders (CTLs), the school Head, and administrative staff generated information about the effects of the new GCSE requirements on school management and personnel responses. Findings indicate that CTLs rely on interpersonal processes stressing collegiality to manage inherent role conflicts. Lukes' (1974) three-dimensional view of power is applied to examine the ways in which social forces, institutional practices, and individual decisions exclude potential issues from politics. Although observable conflict may be avoided, an implicit references to potential conflict remains. CTLs in these situations feel alienated from the dominant hierarchical power structure. Viewing the implementation of change from a micropolitical perspective highlights the degree to which leaders have experienced a decline in freedom of expression. Heads of departments in their new role of CTLs have become curriculum managers instead of initiators. An awareness of their situation combined with a sense of powerlessness has contributed to professional compliance, which heralds the first stage of the teacher as technical worker. (9 references) (LMI)