The authors, representing the viewpoints of the academic and the practicing consultant, consider the integration of intervention theory and practice in public schools. The first part of the presentation discusses the intervention theory as a guide to the activities of the organizational change agent. The distinctive characteristics of the public school system (as opposed to business, voluntary, and other types of organizations) are considered, and ways in which the intervention model might be modified and made more directly relevant to school systems are described. The second part of the presentation draws upon case material from actual intervention activities in public school systems. Factors leading to more effective consultative relationships are identified and compared to the theory-based intervention approach described earlier. Finally, a revised version of the intervention model is developed for the school system. (Author)