A study was made to ascertain whether the relationship between the principal and the curriculum coordinator can be considered a variable related to the successful adoption of innovations in schools. A procedure for selection of innovative and noninnovative schools in making use of Miles' (1964) typology of innovation in education was tested. Principal-curriculum coordinator interpersonal compatibilities were ascertained from FIRO-B scores (Schutz, 1958) and comparisons on innovative/noninnovative principal-curriculum coordinator compatibility were made on 16 compatibility dimensions. Findings indicated significantly greater innovative principal-curriculum coordinator compatibility in areas where control and power were issues. This suggests some implications for the selection and subsequent prerogatives of innovative principals. (Author)