This paper describes the organizational culture and structure of five accelerated schools in the Clark County School District in Nevada, focusing on the similarities and differences among these schools. The cultural aspects of the schools under comparison included the guiding principles, the central values, and the learning philosophy, whereas the structural components were derived from standard questionnaires. Two instruments, the Organisational Culture Assessment Inventory and the Structural Properties Questionnaire, were sent to 277 teachers in the district, with 97 usable responses returned. The results revealed common descriptions of the culture and structure of the five schools. Many of the teachers used the words "diverse" and "transient" when describing their schools, community, or students. "Hardworking" and "dedicated" were frequent descriptors of teachers, and the schools were described as happy, safe, fun, active, and busy. Principals were seen as effective, gentle, kind, caring, positive, supportive, and visionary. Furthermore, the impact of the principal on the cultural and structural aspects of the schools was evident in all of the schools. Overall, the cultural aspects of guiding principles, central values, and powerful learning philosophy drive the structural aspects of the Accelerated Schools Process, the Inquiry Process, and the governance structure. Several areas for future study are suggested. (Contains 5 references.) (RJM)