The objective of this research is to study the patterns of problem- solving activity found in a selected high school, and then to construct a problem-solving model that is rooted in a conceptual framework of contingency theory. Contingency theory, which is a derivation of open system theory, stresses that as conditions (e.g., political, economic, so cial) in the organization's environment become turbulent, the internal structures of the organization must be modified (changed) in order to develop an appropriate response capability. The contingency theory model derived from this study identifies problem solving as a cyclical process with several key stages. At each stage, a set of contingency forces converge on the problem and determine the course of events lead ing to the subsequent stage and finally to the ultimate resolution of the problem. The research represents a significant departure from that presented by classical bureaucratic theory with regard to how problems are solved in schools. An ethnographic research design was used to gather data for the case analysis.