Results of a qualitative study of the professional culture of nine primary schools that are implementing innovations are presented. Three aspects of schools' organizational culture are emphasized: (1) the principal as builder and carrier of the culture; (2) consensus on goals; and (3) professional relationships among teachers. Three cultural types were constructed from the study's data. These include the family school, the school as a professional organization, and the "living-apart-together school." In the family school, an informal culture of congeniality is evident. The principal acts as a grandfather figure; the goal is survival; and teacher relationships are personal because teachers who are willing to take initiatives are not hindered. In the school as a professional organization, the culture is one of proficiency and efficacy. The principal is seen as an architect; the school has a mission; and teachers interact like a professional football team. The culture of such schools is highly compatible with innovation, providing a catalyst to the innovation process. The "living-apart-together school" exhibits a culture of mediocrity. The principal is distant and uninvolved. There is no vision of the school's future. Teachers function separately as individuals, not as a team. The culture of this school offers innovation little chance of success. (RH)