This paper presents findings of a case study that examined the influences that shaped an Ohio governor's education reform proposals from a vantage point inside the governor's office, during the late 1980s. Data were obtained through document analysis (of the period from fall 1987 to January 1989), interviews with the governor, and a literature review. Three theoretical frameworks are used to analyze the governor's agenda-setting actions: Light's (1991) analysis of policy costs; Ripley and Franklin's (1980) concept of the subgovernment; and Kingdon's (1984) policy windows. Under the headings of "credit versus content" and "credibility versus control," several conclusions are made. First, policy entrepreneurs who are ready with reform proposals when the policy window opens are likely to get their proposals enacted. Second, the following outcomes are likely when the iron triangle of subgovernment is broken: Education representatives have no more credibility than anyone else; they may have less credibility; nobody is completely in control; and politicians know how to jump ahead of the process and look like leaders. Two tables are included. (LMI)