The entire population of teachers (N=132) in 10 small schools (fewer than 350 students grades 7-12) and 17 other secondary teachers involved in innovative projects were surveyed by questionnaire to examine personal and organizational factors that might explain teachers' receptivity to change. Both groups responded to scales of receptivity to change, power, and personality, as well as to demographic items. Discriminant analysis showed innovators were more receptive, experimenting, professionally active, and had a higher sense of power. Multiple regression identified variables predictive of receptivity. Female or male teachers with high receptivity were experimenting, group-identified, relaxed, and trusting. They differed from innovators in their uncertainties about principal support and their power to influence school decision-making. Results suggested that it may be possible to manipulate personal and contextual variables associated with receptivity in order to encourage teachers to assume the risks of change. (Author/BRR)