Dissertation completed in partial fulfillment of the requirements for the Doctor of Psychology degree in School Psychology at Alfred University, Alfred, NY.This study examined perceived organization health and teacher efficacy in two rural New York State schools using quantitative and qualitative measures. Quantitative data was collected using the Organizational Health Inventory for Elementary Schools (OHI-E) and the Teacher Efficacy Scale (Short Form). Qualitative data was collected using interviews developed by the researcher addressing the specific areas of organizational health and teacher efficacy assessed by the measures. Quantitative data obtained from measures and qualitative data obtained from interviews and observer perceptions were compared to determine if differences between schools existed, if the measures accurately assessed the variables in the schools, and if categorizations provided by the normative data was representative to the current sample. Results of this study indicated that quantitative differences did exist between schools with regard to organizational health; however, significant differences between schools did not exist for teacher efficacy. Qualitative data provided further insight into each school's profile and teacher response patterns. Combining qualitative analysis with quantitative data collection was shown to be a resourceful approach in further assessing participant response patterns and perceptions.