Chapter 8 of a revised volume on school leadership, this chapter defines school climate and suggests ways to improve the learning environment at the school building level. School climate is defined as the feeling an individual gets from experiences within a school system. More specifically, climate is the composite of norms, expectations, and beliefs characterizing the school social system as perceived by its members. Although experts differ over measurement techniques, several systems for characterizing organizational climate (by measuring staff communication patterns) have been devised. Two helpful instruments are the Organizational Climate Description Questionnaire and the National Association of Secondary School Principals school survey. Effective schools research findings show the influence of school climate on morale and educational outcomes. As a first step to improving school climate, principals must understand the cyclical, self-perpetuating nature of organizational climate and consider their role in the change process. Numerous climate improvement models exist, including organizational development, behavior modification, the Reaching Success through Involvement Program, and school climate improvement teams. Scanning the literature for administrator-generated articles can also provide practical suggestions. (MLH)