This research investigates the openness that teachers and principals have to change--specifically, the openness of the faculty to community pressure for change. Three dimensions of change are examined (teacher, principal, and community), as well as four aspects of organizational climate (institutional vulnerability, collegial leadership, professional teacher behavior, and achievement press). In general, the better the school's organizational climate, the more receptive stakeholders are to change. However, different dimensions of climate are more or less important in affecting the aspects of change. Two simple and parsimonious research instruments were designed to measure salient organizational characteristics and are detailed here. Finally, implications for further research and practical implications are discussed. (Contains 2 notes and 3 tables.)