Investigating school culture of two primary schools was the main purpose of this study. . The theoretical framework of the study was based on the three elements (assumptions, values and practic~s) of school culture developed by Schien. Ten teachers, two principals and two students, who were selected through a combination of purposive and random sampling; and were .. Abstract interviewed for about 30 minutes to an hour. Besides, meeting minutes 7 years, from 1995- 2001 E. C, were used as source of data. Hermeneutic interpretation was employed to analyze the data which was gathered through interview, and content analysis was employed to analyze the meeting minutes. The results revealed that both schools assumed that every child could learn and st.idents couldn't learn by themselves independently. The participants underlined the importarrce of mollvations, parental influence and socio -economical factors for students learning. In both schools, cognitive domain, as far as, students' assessment concerned, was valued. The result also indicated written exam and the perception of teachers as the source knowledge are considered in the schoels. Moreover, the result showed that respect, punctuality, collaboration, help, and cfttribution are valued in the schools. The document indicated th~t there appear shared d&cision making and delegations of responsibility in the schools. Academic activities (teaching-learning, administration), staff evaluation and report, examination and evaluations discipline, ceremonies, innovations and educational programs emerged as significant themes of the schools practices in the analyzed documents. Strict control of students disciplinary was repeatedly issued in the staff meetings. G_eremonies like parent day, school opening, get together are rituals in both schools conducted to reward and recognize success in"the schools. If was found in the current study that understanding school culture is important to take any interventions. Possible suggestions are recommended for school leaders (teachers, parents, and principals) and policy-makers to look into school culture for better implementations of change in the schools.