A comparison is presented of how teachers, students, and parents perceive the climate of the secondary schools in Greenfield, Massachusetts, as measured by responses to eight selected value statements about the purposes of the school. Agreement among teachers, students, and parents indicates a school climate of collaboration, while disagreement denotes alternative, potentially conflicting beliefs producing a school climate of contention. The data suggest that Greenfield students are more confident than their parents or teachers about the ability of the school to prepare them for later life. According to the students, whatever purposes parents and teachers think should be emphasized are being emphasized. By contrast, parents and teachers identified considerable differences between what they wish to emphasize and what they believe is being emphasized. These results suggest that the differences in teacher, parent, and student perceptions about the purposes of the school will have important implications for the question of school effectiveness in Greenfield. (TE)