The first of a projected series of three studies addressing the differing organizational contexts of the special education director's work and the resulting consequences, this investigation examined the work of a special education director in a "staff" position with respect to the consequences to the district at this organizational placement choice. The naturalistic inquiry methodology involved open-ended and semi-structured interviews with the subject open-ended and semi-structured interviews with the subject special education director, other administrators, and special education teachers. Intensive field observations of the subject at work over a 3-day period were made and all special education teachers in the subject's district were surveyed. Analysis indicated that the director's work includes two functions, management and supervision, with the director's "staff office" position constraining the exercise of direct control over special education services at the building level; thus the director relies primarily on "expert power" processes to accomplish supervision. Advantages of such an organizational system to the district include visible involvement of principals in the special education process and little conflict between principals and director. Disadvantages include the unmet need of teachers for both closer supervision by the director and stronger advocacy with principals and the unmet need of the director for more direct control of special education services at the building level. (DB)