The purpose of this study was to analyze teacher perceptions of school culture on a campus with an embedded and established school-within-a-school (SWS) educational model. An initial demographic survey, site walkthrough observations, and interviews with teachers from the SWS and general education (GE) model were conducted to gain insight on the common themes regarding the campus culture. The perceptions between teachers in the SWS model and GE model were compared to determine commonalities in beliefs dependent and independent on their instructional program. A site walkthrough was conducted to record observations of the school building and its artifacts that were present around the campus that connected to the site culture in terms of mission, vision, values, and norms. Teachers of the school site then took part in a brief demographic survey that was utilized to identify teachers who were eligible to participate in a 30-60-minute interview process. The researcher then conducted interviews with three teachers from the SWS model and three teachers from the GE model. Their participation contributed to an instrumental case study in which the perceptions of staff members on one identified elementary school site in Phoenix, Arizona were analyzed and summarized. Research Question 1 focused on the teacher perceptions of the school culture on a campus with a SWS program as a whole. Research Question 2 addressed the perceptions of school culture and how they differ between staff members involved in the SWS model compared to those in the GE program. Research Question 3 analyzed the interactions between the differing educational programs and their impact on school culture. Research Question 4 addressed the overall impacts that a SWS model has on school culture. When evaluating interview responses, the researcher discovered that strong school leadership and the presence of traditions on campus bolster the campus and benefit the site by uniting the staff as one entity as opposed to two separate programs. The relationships and interactions between teachers that are in the same educational model as well as differing programs guide the overall perceptions of the culture at the identified site. Key factors such as instructional collaboration and team building opportunities help maintain relationships between teachers that lead to a positive perception of the site's culture. In addition, the research demonstrated that open communication and equitable placement of students into classrooms of both the SWS and GE programs must be present to avoid animosity developing between teachers. [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.]