Based on Rosenbusch’s (2007) concept of a “pedagogical school culture” resting upon appreciation, trust and cooperation school culture is depicted as a necessary governance device to foster effective cross-level processes of school development. With Rosenbusch it is hypothezised that in order to construct an effective multi-tier school administration and to avoid a “clash of cultures” between the different system levels this concept of school culture should be the leading standard for the upper levels of school administration, as well. However, this governance device is substantively based on the behavioral aspects mentioned above. For that reason, the routines of cross-level cooperation often have to be changed in order to facilitate school development. In administrative science, the discussion about the culture of administration as governance device points in a similar direction (cf. Löffler 2001). It is represented by the new model of administration New Public Governance. Therefore, this administrative model is discussed as possibility of how to establish a pedagogical culture within the system of school administration. Still, it is also important to consider the different perspectives of the participating actors. Therefore, these developments are contrasted with results of an interview study with teacher students on their implicit theories about school culture.