The purpose of this descriptive study was to explore the relationship between dimensions of structure (i.e., centralization, formalization, and complexity) and climate in schools of nursing, using the framework of contingency theory. Data were collected from 111 full-time faculty from 11 baccalaureate and 7 associate degree schools of nursing in Minnesota accredited by the National League for Nursing. The findings indicated a significant relationship between structure and climate in the schools of nursing. Dispersion of influence throughout the school was associated with a more favorable climate. A higher degree of supervision by superiors was related to a less favorable climate.