This study examined the interrelationships between principals of individually guided education/multi-unit elementary schools, the organizational structure of these schools, and the effectiveness of the schools' instruction and research units. The study attempted (1) to determine the relationship between principal behavior and the instruction and research units, (2) to determine the relationships between principal behavior and the organizational-structural dimensions, and (3) to determine the relationship between the organizational-instructional dimensions and the instruction and research units. The results indicate both support and rejection of the hypotheses proposed and reveal a variety of significant and non-significant relationships. (DW)