This study was designed to examine the job-related interpersonal behavior changes of elementary school principals as a result of laboratory training. A before-and-after control-group design was used to determine if the principals who participated in the laboratory training experience changed their behavior in working with their staffs and if the socioemotional climate of their elementary schools changed subsequent to participation. The experimental group showed more change toward (1) being considerate to the individual needs of the staff, (2) use of tact, (3) a more collaborative approach to decision-making, and (4) increased leadership for improving staff performances. The staff of the experimental-group principals showed more change toward higher group morale, and their schools changed toward more open organizational climates. (DE)