Recent legislation on adult basic education (ABE) in the Netherlands has two important aims: to offer one uniform organizational financial structure and to improve educational quality. ABE institutes have concentrated on restructuring the organization and merging the precursors. The change in structure is supported by a change in organizational culture with a focus on substance and innovation. A review of the social construction and reconstruction of school culture distinguishes at least three domains: the functioning of the principal; the nature and degree of goal consensus; and the nature of professional relations in the team. A study examined current practices in 17 institutes for ABE. The research instruments used were indepth interviews, document analysis, and observations. The new principal was found to play a crucial role in bringing together the precursors and in introducing and implementing curricular innovations. Some principals had a "second" leader in the form of dual management. The nature of the courses offered by the institute had an impact on goal consensus. Most institutes offered a broad range of courses for various target groups. Problems in fostering professional cooperation were lack of contact among teachers and failure to involve teachers in policy matters and issues concerning course content. (16 references) (YLB)