The purpose of this study was to investigate the relationship between the properties of organizational structure and certain personality characteristics of organizational members, and how the resulting interaction between these two factor related to the organizational climate of elementary schools. A sample of two hundred and ninety six teachers was drawn from fifteen elementary schools located in two unified school districts in Southern California. These elementary teachers to three questionnaires which provided measures of : 1. The organizational climate of schools as measured by the Organizational Climate Descriptive Questionnaire developed by Halpin and Croft. 2. The personality characteristics of the respondents as measured by Cattell and Eber's Sixteen Personality Factor Questionnaire. 3. The schools structural properties in terms of the degree of formalization (rules and regulations), centralization (decision-making hierarchy), complexity (specialization), and autonomy (self-determination) as perceived by the respondent. Using Principal Component Analysis, the personality and structural property scores were intercorrelated, resulting in a twenty by twenty correlation matrix. The matrix was analyzed and a complete set of twenty principal components was obtained. On the basis of the loadings it was possible to identify independent components of variance associated with the structural components, the personality components, and those components demonstrating an interaction between the structural property and personality variables. The relationship between the resulting components and the climate profile subtests which represented the teachers' perceptions organizational climate was determined by subjecting the set of component scores and the set of climate profile scores to Canonical Correlation Analysis. Conclusions: The results of Principal component Analysis identified independent sources of variance in components comprise of primarily from both the personality and structural property sets of variables. In the canonical Correlational Analysis between the twenty components and the eight subtests of the organizational climate profile, the first canonical functions revealed seven components which were closely related to the climate profile subtests. Five of the seven components were comprised of both personality and structural property variable such as dependent, conservative, concrete, and practical formalized and highly centralized structural property characteristics. The findings indicated that personality in interaction with perceived structure was related to the teacher's perception of organizational climate more closely than either personality or perceived structure, taken separately. Thus, the teacher's perception of organizational climate may be viewed as a function of the interplay between the teacher's personality and the structure of the organization in which the individual functions. The results of this study supported the Getzels and Cuba's Social System Theory and extended the theory by operationalizing the nomothetic dimension as organizational structure.