This article compares the linkages between organizational structure, power relations, and group identities within the private schools operated by the francophone Jewish communities of Brussels, Paris, and Geneva. A school's organizational structure and balance of power reflect its identity and its conceptual world. That is, its organizational structure reflects the forces operating within the school system, the power wielded by various actors, and the relationships existing between the system and the actors. A school's balance of power is thus a practical manifestation of its inherent political inclination and identity. The main concern in this article is to analyze the ways in which the structural organization of the school influences the allocation of power and the school's identity, and how this identity affects structural aspects of the curriculum. (Contains 2 figures and 50 footnotes.)