This study attempted to examine the organizational structures of elementary schools in terms of complexity, centralization, formalization, stratification, and job satisfaction; and to analyze the relationship of these variables to the adaptiveness of elementary schools. More specifically, it compared the Multiunit School-Elementary (MUS-E) type of school organization with that of the nonMUS-E type. Adaptiveness, or the activities that elementary school staffs carry out to adapt instructional and learning programs to the differences identified among children, was measured with regard to student activities, teacher activities, and individualization. Data were analyzed using multiple stepwise regression techniques with no exclusion or inclusion criteria. While the study did provide evidence that organizational structures were related to organizational adaptiveness, it also revealed that factors in addition to the structural variables were contributing to the adaptiveness of MUS-E schools. In other words, although MUS-E and nonMUS-E schools showed substantially no difference with regard to their organizational structures, MUS-E schools were significantly more adaptive. (Author/DN)