An ethnographic investigation of interrelationships between teacher efficacy attitudes, teacher behavior, students' performance, and organizational climate in a total school setting was conducted at Chauncey Elementary School in Athens, Ohio. Chauncey was studied because its teachers had begun to implement an open classroom model which promoted a democratic decision-making process; had taken a position against the Athens City School District regarding the purchase of basal readers; and were actively advocating a literature-based reading program for primary grades. Questions guiding the inquiry included: (1) What was going on at Chauncy that supported innovative activity by teachers? (2) What kind of climate and organizational framework encouraged the innovative classroom activity? (3) What effect did the pattern of instruction and organizational control have on the teachers' sense of effectiveness and performance in class? (4) How was it that these particular teachers were working to bring about change? (5) Did these teachers differ significantly in socioeconcomic terms from their colleagues in more traditional schools, or from the parents of the Chauncey children? and (6) What were the social relations among teachers, administrators, and students? Results concerning educational innovation are discussed. (RH)