Superintendents and principals from 50 Pennsylvania school districts were asked to complete two questionnaires each to test, first, the relationships between superintendents' and principals' role conflict and ambiguity and, second, the relationship between superintendents' role conflict and ambiguity and their perceptions of their districts' organizational characteristics. Likert's Profile of a School and Rizzo, House, and Lirtzman's Role Conflict and Ambiguity Scale were the two instruments used to gather the data, which came from school systems in every nonmetropolitan intermediate district in the state. Statistical analysis of the data revealed no apparent relationships between superintendents' and principals' levels of role conflict and role ambiguity, or between superintendents' role conflict and their perceptions of organizational characteristics. A negative relationship was noted between superintendents' role ambiguity and their perceptions of organizational characteristics. Superintendents and their principals were found to share perceptions of organizational management, though superintendents tended to believe their systems more open and participative than did principals. A related finding was that the more open superintendents felt their systems to be, the less role conflict and ambiguity were expressed by principals. This paper concludes with comments on the effects of demographic variables and a discussion of the implications of the findings. (Author/PGD)