Conceptualizing militant behavior as a strategic choice involving collective action and occurring within a specific organizational context, this paper examines the impact of various organizational factors on elementary and secondary school teachers' willingness to engage in militant behavior. Teachers in 83 New York districts were surveyed as to the most severe measures they would approve of to influence the administration on four items of compensation and seven items of professional prerogative. Independent variables measured teachers' individual and positional attributes and organizational factors including rewards, bureaucratization, work demands, promotional structure, and union and professional identity. The results of the analysis strongly support the study's approach. First, differences in predictors between militancy over compensation issues and militancy over issues of professional prerogative reinforce the strategic choice aspect. Second, the importance of the organizational context is accentuated by the fact that each of the organizational factors predicted militancy and that different predictors emerged at elementary and secondary levels. Finally, differences between elementary and secondary school staffs also underscore the notion of militancy as a form of collective behavior. (Author/MJL)