Findings of a study that examined the relationship between teachers' perceptions of school climate and their perceptions of empowerment are presented in this paper. Questionnaires were completed by 257 teachers, in 6 states from 8 schools, who participated in nationwide school empowerment projects. Findings indicate that school climate, age, and experience were significant predictors of the dependent variable, empowerment. This suggests that greater empowerment may result in increased organizational conflict and lowered school climate. As teachers become empowered, they become more critical of school functioning and need organizational problem-solving skills and an awareness of group processes. One table is included. (25 references) (LMI)