In this article, the authors present and envisage the use of teachers, administrators, and community agencies in an overall guidance program for a particular school. Utilization of this innovation has been coined as the "teacher-advisor concept." The central consideration of this proposal is to view student orientation as the primary goal and subject orientation as the secondary goal (i.e., teachers must realize that the student as an individual is more important than "covering the course"). If a friendly and concerned (or interested) relationship can be developed between each student and one of his teachers (whom we label a "teacher-advisor"), then many of the student's concerns can be handled without directly involving a counsellor. Any situations which the teacher-advisor feels he cannot comfortably or adequately handle could then be referred to a counsellor. The mechanics of the teacher-advisor model (and some modifications of it) are discussed with particular emphasis on pitfalls to watch for, complications which may arise and the kinds of provisions necessary for flexibility and change. (Author)