Fifteen of the most innovative schools and 15 of the least innovative schools in Oregon, Washington, Idaho, Nevada, and Utah, as identified by the Educational Innovation Checklist developed by Hinman, were examined to (1) determine whether there are significant differences between their organizational climates, (2) determine if differences exist between the teachers' and administrators' perception of school climate for the two kinds of schools, and (3) determine if there are differences between each of four variables (expenditure, staff age, years in the school, and staff size) for the two groups. Results of the study show that (1) highly innovative schools have open climates while less innovative schools have closed climates, (2) both teachers and administrators see a closed climate in noninnovative schools while in innovative schools both see an open climate, and (3) highly innovative schools spend more per child, have a younger staff, have staff that remain a fewer number of years, and are larger schools. It is concluded that organizational climate of schools in terms of openness and closedness is an important condition for change. (HW)