Findings from a case-method study that explored educational administration students' perceptions of two administrative theories--micropolitical analysis and traditional social systems approach--are presented in this paper. Methodology involved presentation of a case to educational administration students who participated in group discussion and analysis using the two contrasting administrative theories. Follow-up questionnaires exploring perceptions of the theories' usefulness were administered to the students (N=17; N=16). Findings indicate that theory can be validated through hermeneutic analysis and practical use. The recommendation is made to apply adult learning techniques to the evaluation of administrative coursework and to make administrative instruction part of the hermeneutic circle. The appendix contains the questionnaires. (48 references) (LMI)