Of the three organizational variables that can be understood to influence the work of school specialists, only organizational structure appears to be under the control of school officials. This conclusion was reached by researchers following a year-long study involving close observation of nine carefully selected school specialists from California school districts, interviews with principals and teachers with whom the specialists worked, and examination of documents. To be selected, specialists had to work collaboratively with regular classroom teachers, share pupils with the teachers, help select the pupils to be provided services, and be involved in remedial rather than enrichment programs. The work of these specialists and the organizational contexts in which the work was performed were compared by linking the patterns and variations in the subjects' working conditions to organizational factors within the organizational contexts concerned. The study indicated that officials have little control over organizational goals and organizational technology, but that within the area of organizational structure they could exercise control over lines of authority, lines of communication, and lines of responsibility, all of which affected specialists' working abilities. The bulk of this report provided specific illustrations of the impact of organizational factors on the subjects' working patterns. Three pages of references concludes this document. (PGD)