Using Getzels' conceptual model of the school as a social system and Spindler's dichotomy of traditional and emergent values, the researcher proposed the following research questions: (1) Are there significant differences in the values of teachers, principals, and parents? and (2) Is there a higher degree of congruency in values among teachers, principals, and parents in the successful goal-attaining schools than in the less successful goal-attaining schools? The sample of 8 schools was chosen from 18 elementary schools in Southern California. These schools had been rated on the degree to which they developed a goal-attaining process, referred to as Dialogue, Decision-Making, and Action. All teachers and principals were administered the Differential Values Inventory. Thirty families, chosen at random in each school, were also sent a copy of the questionnaire. Two-tailed t-tests and the Mann-Whitney U Test were utilized to test the null hypotheses. Two of the major findings were as follows: (1) teachers, principals, and parents were shown to have significantly different values; however, while parents had the most traditional values, teachers had more traditional values than principals; and (2) no significant differences were found in value congruency among teachers, principals, and parents for the two types of schools. (Author)