This article explores how principals and teachers view their organizational communication processes, in successful and less successful schools. By dividing the organizational communication process into three dimensions--information, affirmation, and interpretation--different actions and expressions are visualized. To meet organizational needs, all three parts ought to be visible in the communication process. The empirical data are gathered through interviews with principals and teachers in eight Swedish secondary schools. (Contains 2 tables, 2 figures, and 1 note.)