A review of the literature on school climate provides a conceptual framework for this study in which the Kettering School Climate Profile was administered twice to students, teachers, parents, and administrators in the Stoughton Middle School (Stoughton, Wisconsin). The purpose of the study was to explore the relationship between organizational climate and perceptions of those involved in the school's activities. The Stoughton school was chosen because the staff had worked without contracts in the previous year and staff morale was felt to be very low. The school was also undergoing physical renovation. Results of the first administration of the profile indicated that the school's climate was more positive than might have been expected under the circumstances. Following instigation of several intervention techniques to improve discipline, communication, staff involvement, inservice training, and personal relationships, the profile was administered a second time. The results suggest that a more amiable atmosphere had developed in the interim, perhaps due to the success of the intervention techniques and the principals' leadership. The study concludes that climate is the most important concern in initiating and sustaining change and that the principal has the primary responsibility for creating a positive school climate. (WD)