The study of school climate has yielded the ability to identify and address tangible methods for building positive relationships between faculty and administration (Hoy et al., 1991). It is necessary to enable educational institutions to understand values and norms, engage in shared perceptions, determine causal relationships, and appreciate unique characteristics that influence each school (Maxwell et al., 2017). A school with an open and healthy climate is where principals lead by example, support teachers, provide a sense of structure, and foster a respectful environment with trust, commitment, collegiality, and teamwork (Hoy, 1990). In this study, the researcher has examined the similarities and differences in teacher and principal perceptions of school climate in high-enrollment and low-enrollment PK-8 Catholic schools and the influence Catholic tradition may have on teachers and administrators. A mixed-method ethnological study allowed the researcher to examine the climate phenomena through teachers' and principals' lived experiences and perceptions (Peoples, 2021) in one large Catholic Archdiocese. Key findings revealed insight into the participating school leadership, motivation, communication, and effectiveness, and while some behavioral components varied, schools were shown to have positive and open climates. It also concluded that participants would rather remain employed in a catholic school because of their dedication to the faith, sense of mission/ vocation, and the Christ-centered tenants infused in every aspect of their school day. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]