The concept of consumer participation is discussed as a new basis for the organization of a school and as a general basis of organization for all types of services. A service consumer might be involved as a general consumer around the service, as an active participant in service delivery to other service consumers, and as one directly engaged in service production. An illustration of the latter type of involvement is cross age teaching where an older student teaches a younger one. This involvement results in consumer intensive service, which in the case of students means that students participate in and govern their own learning. Management practices consonant with consumer intensive service are identified. For instance, mechanization and bureaucracy are not viewed as helpful practices while vouchers and program planning and budgeting systems may be. Consumer boards and the use of ombudsmen and indigenous workers are particularly helpful practices. An evaluation schema for consumer intensive service that overcomes the multiple difficulties encountered in the evaluation of services is suggested. A successful evaluation would require positive findings on a battery of indices for cognitive, affective, longterm, and proximate goals. The ultimate effect of consumer participation is viewed as qualitative improvement in productivity. (JH)