This organisational case study of a small urban school purported to understand the logics of action that are subjacent to the construction of school autonomy. While focusing on the structures of the school pedagogical council and subject departments, this paper describes data on the nature of the teachers interactions, and on the meanings they attribute to their participation. Data collection combined a variety of sources: school document analysis, official legislation, in-depth-interviews Data analysis yielded the following themes regarding the nature of the organisational interactions among internal school actors: (1) processes of the teachers involvement in professional; (2) constraints to the teachers collaboration; (3) fragility of the organisational and pedagogical articulations; (4) a greater closeness between the school director and the pedagogical council; (5) weak representation of subject departments in the pedagogical council; and (6) coexistence of contradictory logics of action. Results are interpreted in the light of the school drive towards autonomy in the context of a recent reform of school administration.