This paper provides an overview of the dimensions of organizational climate as they relate to early childhood work environments. It reports the results of a study involving 629 early childhood workers representing 65 nonprofit and for-profit, center-based programs. The focus of the inquiry was to determine in what ways the 94 administrators and 535 teachers surveyed differed in their perceptions of organizational practices. Results of the data analysis show statistically significant differences with respect to how administrators and teachers view ten dimensions of organizational climate. In eight of the ten dimensions, the differences were significant at p < .01. Program administrators consistently rated organizational climate more favorably than did teachers. Research on differential climate perceptions in other work settings is summarized. A review of studies supporting the importance of implementing practices that promote perceptual congruence is provided. A five-page reference list is included. (Author)