The attitudes of middle and junior high school teachers toward their job and school climate are compared in this study. Twenty-nine teachers from a school having a modern middle school orientation (multi-age grouping, exploratory curriculum, and an interdisciplinary team organization) were compared with twenty teachers from a departmentally organized junior high school. The teachers completed a number of instruments that measured the stress and satisfaction they felt about teaching, student intergroup conflict, colleague relationships, and various aspects of teacher-student relationships. Statistical measures used to analyze the data included chi-square, coefficient alpha, and one-way analysis of variance. The differences in teacher stress and student intergroup conflict at the schools were not significant. However, junior high teachers had better colleague relations. Other findings showed that the middle school teachers, compared to junior high teachers, considered teaching to be more important to them; were more satisfied with teaching and were more likely to choose teaching as a career again; had higher expectations of academic success for their students; were more concerned with their students' affective development; and, finally, reported greater satisfaction in teaching. (MLF)