In this study, several examples of the relationship between environmental structure and the functional characteristics of objects interacting in an elementary educational environment are presented. These examples are interpreted within a frame of reference derived from a synthesis of concepts and principles from behavioral science and general systems theories. Part I provides evidence which indicates that: (1) in a relatively desegregated setting, homogeneous ability grouping tends to separate children ethnically and socio-economically, and (2) when either a heterogeneous or homogeneous environment is compounded by a self-contained classroom, the pattern of instruction across settings tends to be uniform. Part II presents a theoretical discussion which attempts to explain the process underlying the relationship between structure and function in an educational environment. An alternative model of elementary school and classroom organization is presented. (Author/DM)