This paper presents a sensitizing conceptual scheme for examining interpersonal adaptation in urban classrooms. The construct "interpersonal adaptation" is conceptualized as the interaction of individual/personality factors, interpersonal factors, and social/cultural factors. The model is applied to the urban school. The conceptual scheme asserts that individuals can be viewed as varying on a continuum of change seeking, of being open to change in some areas but not in others. Both formal and informal organizational structures affect school members' adaptability to change. Adaptive school structures are characterized by morphogenesis and facilitate change by providing an open environment in which to explore differences and problems. The intersection of adaptive individuals and an adaptive school culture characterizes the adaptive school and results in a transformational culture. Urban schools represent multicultural microcosms of the community. Creating adaptive classrooms is especially important in the urban schools, for which a change-oriented culture is essential. Two figures illustrate the discussion. (Contains 14 references.) (SLD)