The roles and attitudes of public school administrators change as their schools become involved in the Accelerated School project. Traditional definitions of a principal's role--setting goals, leadership, decision making, improvement of teaching and learning, instructional management, staff supervisor, and home-school-community relations--are changed by the Accelerated Schools model. Accelerated Schools traditionally are schools with high concentrations of "at-risk" students that set high expectations for all students and believe all students have a right to enter the educational mainstream. The governance structure of an Accelerated School is three-tiered. Cadres, which include staff, students, parents, and community members, report on problems to a Steering Committee. The School-As-A-Whole (SAW), which includes all parties, makes final decisions. Seven school administrators in the San Francisco Bay Area were interviewed about how they viewed their roles before and after adoption of the Accelerated Schools program. Also, the administrators were asked how the transition could have been made easier. In conclusion, organizational change taking place under school reform results in administrative change, and these changes are a continuous process. The appendixes provide three figures, the interview questions, and a summary sheet. (Contains 84 references.) (JPT)