Surveys were conducted to investigate contemporary thought regarding organizational practices at the elementary level, with particular attention to identifying the extent to which departmentalization was supported by research and actually employed in 24 elementary schools in the Midwest and in 41 Des Moines elementary schools. Four committees worked independently to review the literature (over 1,500 abstracts and journal articles were examined), survey the philosophies of 25 midwestern universities, and assess elementary school practices in the Midwest and Des Moines. The reports of each committee are presented sequentially, and all three survey questionnaires are provided. Frequently rates from the responses of university department chairs (n=25), selected Midwest school superintendents (n=24), and Des Moines' elementary school principals (n=41) were tabulated. The results failed to provide evidence to suggest that organizational structure has a significant impact on student achievement or development. Results also indicated that departmentalization is incorporated into the primary grade levels (kindergarten through third) to a limited degree. The extent of departmentalization increased in the intermediate grade levels four and five. Current practices in Des Moines schools were consistent with those found in research. (JAM)