Findings from a study that examined the relationship between the principal's faculty interaction behavior and school climate are presented in this paper. A total of 190 out of 250 Mississippi high school teachers responded to a survey that sought to determine if differences existed between ratings of their principal's staff interaction behaviors and their perceptions of school climate. Findings indicate that teachers held more favorable perceptions of their principal's staff interactions than of school climate, though both perceptions were positive. Other factors, such as holiday periods or district announcements, may account for teachers' perceptions of school climate. Overall, principals provided positive learning and working environments. (10 references) (LMI)