The purpose of this action research study was threefold: (1) to assess the climate of an elementary school in which the principal, assistant principal, and 67 percent of the teaching staff were new; (2) to develop and implement a plan for improvement; and (3) to reevaluate the school climate to determine whether improvement had occurred. The sample, consisting of teachers, paraprofessionals, custodians, and lunchroom employees, completed the Tennessee School Climate Inventory and the Group Openness and Trust Scale. Fifty-four surveys were distributed and returned. These two instruments identified strengths and weaknesses in the areas of order, leadership, environment, instruction, involvement, collaboration, expectation, group openness, and group trust. Basing their opinion on the data analysis, the faculty agreed that improvement of survey scores was needed. A climate team was formed and a school improvement plan was developed and implemented. After five months, the survey instruments were again administered to faculty and staff. A significant difference was found between the two sets of assessment scores in the areas of involvement, collaboration, group openness, and group trust. The remaining school climate subscales also reflected a positive improvement but not significant changes. (Contains 27 references.) (LL)