This study gathered data to discover (1) if urban elementary school teachers in varying organizational climates held different values concerning disadvantaged students, and (2) if, in differing organizational climates, there were significant differences between teachers' and principles' values concerning disadvantaged students. Data from 16 Kansas City, Missouri, inner-city elementary schools revealed no significant differences in values among teachers nor between teachers and principals in varying organizational climates. Comparisons between the schools having the most open and the most closed organizational climates showed significant differences among teachers' values concerning disadvantaged students, but no differences between principals' and teachers' values. (RA)