Discrepancies between actual and desirable organizational cultures, with a focus on the implications for improving administrator training, are examined in this report. The desirable characteristics of a productive school culture are determined and compared with the perceptions of Australian and U.S. staff. A mailed survey of 587 practitioners in Melbourne, Australia, and 1,700 practitioners in Chicago (Illinois) attempted to measure beliefs on scales of accomplishment, recognition, power, affiliation, strength of culture, job satisfaction, and commitment. A significant difference existed between the scores of the two samples of practitioners, although not between the scores of a sample of experts, which indicates cultural differences. Power was found to be a stronger attribute of the Australian school culture, and affiliation, accomplishment, and recognition were stronger attributes for American practitioners. An implication is that administrators should have a strong conceptual knowledge of organizational culture and their role in developing productive schools. Three tables and an appendix of statistical findings are included. (LMI)