Response data from questionnaires administered to 204 teachers served as the basis for determining (1) changes in the interpersonal relations of elementary principals, and (2) the effect of needed changes on the social-emotional climate of their respective schools. Perceived change, organizational climate, executive leadership, tact, and collaborative decision making were measured. This report describes the resulting 5-day training laboratory attended by 28 elementary principals, and includes a list of the objectives, a list of 12 changes hypothesized as a result of the training, and a brief statistical analysis of behavior changes in a preregistered group and a nonpreregistered group. The study revealed more positive change by principals in the experimental group than by those in the control group, and showed that laboratory training in interpersonal relations affects positively the administrator's behavior with his staff and the social-emotional climate of the school. (JK)