There are a large number of elementary schools in the U.S. which are in the process of developing or implementing highly organized programs of individualization. This study examines the organization and implementation of some of these highly individualized schools. It examines the correlation between high levels of individualization and the organizational climate within the buildings and some of the organizational structures and strategies that are developed and maintained in the organizational climate of the building. Through a survey of 1900 elementary schools in the Chicago area, 76 of the schools responding were identified as having well developed programs. The detailed analysis of this sample of 76 schools focuses on the following: (1) organizational climate, (2) role of the principals, (3) teacher input in decision making, (4) in-service support, (5) goals, (6) evaluation, (7) teacher planning, (8) community participation, and (9) principal's philosophy of education. A major conclusion that can be drawn from this study stems from the findings that highly individualized elementary schools are just as likely to have closed climate profiles as much as they are to have open climate profiles. The process of developing and maintaining an individualized program does place a great deal of stress on a staff. This stress can result in a closed climate with some mixes of principal and teachers, while some staffs see stress as a rallying point that assists them in developing a common philosophy and an open climate. The characteristic of principal's thrust seems to be the single most important factor in the development of highly individualized schools. (Author/AM)