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This paper discusses the impact that recent educational reforms by the New Zealand government had on Maori individuals involved in community decision-making processes, focusing on one predominantly Maori rural community. Three strands of recent educational change in New Zealand are the move to self-managing institutions; ongoing debate over student and parental choice of school; and development of Maori initiatives, such as Maori language nests, Maori total-immersion schools, and tribal universities. A study of the rural community of Motatau and its school in the late 1980s shows how the community took responsibility for its school and established goals of a high-quality education and fluency in both English and Maori. Discussion focuses on the role and challenges of the school's new board of trustees, the creation of computer-based information networks linked to traditional family networks, school-community communication issues, issues of teacher workload and financial problems, and need for teacher education and professional development relevant to small rural schools. Ten years later, the hardships of rural schools had not abated. Governments devolved the responsibility of school governance and management but did not provide sufficient financial and human resources to pursue local interests. Nevertheless, Motatau has maintained an innovative learning environment with a balanced education unique to the community. (Contains a glossary of Maori terms and 11 references.) (SV)