The social climates of two markedly different high schools are examined in this study. Although both schools reside in the same district and have the same community standards, they are different in curriculum concepts, problem-solving strategies, and size. The two schools, one a typical high school and one a smaller public alternative high school, are studied using interviews and two other sources of data. The implications of these findings regarding the schools' organizational structures are discussed. Both schools are found to meet students' needs, and both are stable. The two schools are compared in terms of the student sense of community, teachers, school structures, curricula and programs, and student performance. The effects on overall social climate of cliques within the school and of control exercised over the students are discussed in detail. On the basis of state scores on a variety of evaluation instruments, including self-esteem, understanding others, societal responsibility, and appreciating human accomplishments, the public alternative school is drastically superior. Reasons for this discrepancy are postulated. Programmatic issues are also examined. Eight references, four figures, and two tables are included. (WTH)