This study describes and assesses the organisational culture of a particular primary school in the Northern Territory through examination of two research questions: 1. To what extent is the organisational culture of the school cohesive, strong and concentrated? 2. To what extent can the organisational culture of the school be described as a particular type(s) of culture? The development of the concept of organisational culture is outlined through a survey and analysis of the literature. This study takes the view of culture as 'root metaphor'. The relationship between cultural strength and effectiveness, particularly in the school context, is examined to provide a rationale for the study. From the literature review the study develops a number of methodological, analytical and interpretative frameworks to provide an underlying structure to address the research questions. The research methodology is qualitative, drawing largely on ethnographic approaches. The researcher spent extensive time in the school under study as 'participant observer'. Data gathering was carried out in four ways 1. Collection of written material.2. Researcher's observational notes. 3. Interviewing, both informal and semi-structured 4. Administration to school teaching staff of the Owens and Steinhoff (1989) Organisational Culture Assessment Inventory. The findings are presented under seven themes or sets of themes, seen to be indicative of the core operating values of the school: Stability, Tradition and Formality Caring Co-operation, Support and Sharing Commitment and Participation High Standards Recognition and Pride Flexibility. The strength and inter-relationship of the seven themes is explored via a conceptual map. The study concludes that the organisational culture of the school under study can be considered to be cohesive, strong and concentrated to a significant extent but that it is difficult to conclude that the culture can be described as any particular type. Rather, it is concluded that it could be described as a number of particular types. Finally, what emerges of particular significance from this study is the role played by the principal of the school in forming, shaping and modelling its values system. It is concluded that educational leaders must also be cultural leaders, be aware of the need for all members of the school community to be involved in this process and engage, encourage and reward their participation.