The purpose behind this study was twofold: (1) to argue the value of historical narrative as an alternative mode for organizational analysis, particularly for non-traditional, educational organizations; and, (2) to illustrate this by developing a twenty-five year, thematic narrative of the Center for International Education (CIE). The historical research hinged upon the following two part question: (1) How has the Center for International Education responded to the challenges of maintaining multi-cultural, participatory and experiential learning and program management over 25 years of change? And, (2) How can these responses inform other organizations facing the challenges of maintaining innovation and renewal? Part I of this study includes the methodology and rationale used for collecting and organizing the historical data. This methodology was derived from critical organizational theory and applied to the revisionist historiographer's medium of the narrative. Four issues were vii emphasized: (1) sensitivity to context; (2) that the flows from the narrative form based on the historical events rather than from a theoretical model; ( 3 ) the temporal position and interpretive lenses of the researcher; and, (4) the multi-level, simultaneous nature of historical analysis (Gillette, 1985). After initial probing interviews for participants to define "critical incidents" in the history of the organization, six "critical eras" and a prehistory were defined. Data was further sorted according to themes that were emerging out of CIE discourse over time, as well as by three levels of organizational development: individual time, organization time, and historical time (Gillette, 1985). The primary sources of data were "retrospective interviews" (Simmons, 1985) with past and present members of the organizational, and archival materials. Part II is the historical narrative of the CIE (1968-1993). In Part III the research and writing process is critiqued using the historical narrative as its lessons. Five dialogical themes generated out of the historical narrative and four operating hypotheses are presented that represent the "larger lessons" learned both during the research and by the CIE over 25 years. In conclusion, cooperative, community inquiry is proposed as a next step in organizational analysis for the CIE.