A longitudinal study of elementary schools formally implementing the Multiunit School model collected data suggesting that teachers' feelings of autonomy and job satisfaction are less closely associated with teacher participation on faculty teams for the management of instruction and school administration than with the presence or absence of dominance by school administrators. Data were gathered every 6 months from 14 schools, from the spring before they implemented the multiunit model through the completion of their second year using the model. Parallel data were gathered from 13 nonimplementing schools, primarily from the same districts. Questionnaires and interviews were used to collect information on the organization of instruction, the governance of decision-making, task-related communication among staff members, and staff work attitudes. This report describes the schools, faculty characteristics (including turnover), the measures used, the methods of data analysis, the evolution of school governance and staff interaction patterns in the schools observed, and the findings relative to the attitudinal effects of the changes studied. Four pages of references are provided. (PGD)