This study identifies some of the change variables related to the institutionalization of the organizational component of the multiunit elementary school (MUS-E) and begins to identify some of the elements of change implicitly involved in the successful institutionalization of educational change in general. The study is based on data from five questionnaires distributed to a selected national sample of over 2,000 unit teachers, unit leaders, principals, district coordinators, and superintendents in multiunit schools and school districts. Factor analysis was used to identify those change variables that clustered together to form distinct factors affecting institutionalization. The key variables identified related to open and supportive environments, user attitudes, user's cost-benefit decision, the use of open communication channels, supportive services and resources, and flexibility of the change process. Item and multiple regression analysis were used together to identify those global change variables that directly related to the institutionalization of MUS-E. Important variables of change were: the perceived relative advantage, observability, and simplicity of MUS-E; the degree to which the individual was informed, involved, and supported in the change process; the way and degree to which the individual communicated with others; and the way and degree to which the school organization was complex and less formalized. (Author/DN)