This study explores some of the relationships of the task structure in organizations to the allocation of power, job satisfaction, and perceptions of rewards. Six elementary schools in three school districts in a Midwestern State were studied. Three schools were "traditional," the others were multiunit schools. Questionnaires were administered to 132 elementary school personnel asking them to (1) list the main tasks that they performed; (2) nominate people in the school that they felt had power of three types--authority, influence, and esteem; and (3) answer questions concerning job satisfaction and the types of behavior that they perceived as being rewarded by administrators and teachers. The study supports, to some extent, the relationship between the task structure and power allocation. Three basic findings that support the need for further research are: (1) Influence and esteem seem to be related to the same task factor in the schools; (2) power seems to be located in the same task factor where fewer people score high; and (3) of the three power variables, authority seems to be more closely related to "official title." (Author/MF)