Establishing "new small schools" is a major focus of school improvement, especially at the high school level, with the hopes of increasing academic success and reducing violence. Key arguments for small schools are the personalization of schooling and increased academic performance. The structures and process of small schools are intended to create greater responsiveness to students' needs and wants with the expectation that they will experience greater commitment to school through increased participation. Designing and implementing new small schools structures require both creativity and careful planning. The availability of facilities is among the greatest challenges as districts move to downsize large schools and create smaller ones. A popular strategy is house several small schools in a building previously occupied by one large school, creating a school campus. A campus is not a school but rather a building that houses many schools. Campus settings are complex and dynamic environment. There are multiple school leaders in one building with diverse leadership styles who are entrusted with the responsibility of maintaining safe and orderly environment in a large school setting. Two overarching problems of practice are associated with campus schools: (1) the logistics of sharing space and (2) the diverse organizational practices of the small schools. The purpose of this study was to explore those challenges. The question was how do small schools on a campus setting work both autonomously and collaboratively to create a positive campus climate that encourages orderliness, safety and appropriate behaviors and discourages disorder and violence? Two conceptual frameworks provided the foundation for this study: Scott's (2001) neo-institutional theory and Eisner's (1998) educational connoisseurship framework. Seven principals, three deans, and two campus managers from two campuses participated in this study. Analysis of interview transcripts, observation notes, and relevant school documents generated themes and findings that revealed how the principals negotiated and collaborated in transforming a large and disorderly school into a safe and orderly educational complex while developing their own schools. It also revealed the challenge of coordination in a building housing multiple schools with different school cultures, norms, and regulations regarding student decorum and organizational practices. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]