This paper examines the School Culture Survey developed by J. Saphier and M. King (1985) and its association with school and teacher characteristics. The research was conducted in the context of a Department of Education Fund for Innovation in Education grant to a large school district in the western United States. Participants were 27 principals and 425 teachers who taught grades kindergarten through 12. Rasch and factor analyses indicated that three subscales comprise the School Culture Survey. They are: (1) Teacher Professionalism and Goal Setting; (2) Administrator Professional Treatment of Teachers; and (3) Teacher Collaboration. Results suggest that administrators perceived that they treated teachers more professionally than teachers thought the administrators did. Teachers with the most positive attitudes were from high or low socioeconomic status (SES) schools, while teachers with the least positive attitudes were from middle SES schools. Teachers with single-age, rather than multiage, classes scored significantly higher on subscale 1, Teacher Professionalism and Goal Setting. Age predicted responses on subscale 3, Teacher Collaboration. Satisfaction with position was a significant predictor for all three subscales. Teacher efficacy, conceptual complexity, and empowerment were significantly correlated with one or more of the three subscales, but at a low level. (Contains 1 figure, 9 tables, and 53 references.) (Author/SLD)