This paper discusses the role of the advisor in relation to teachers when a major curriculum change is made in a school. Twenty specific suggestions are made to guide the advisor in performing the task of helping teachers adjust to new situations and different approaches or methods of teaching. Two vital points are made on the subject of handling changing situations. First, imposed change, whether from outside the system or from outside the classroom, is seldom effective or enduring. Real growth arises from the needs and aspirations of individual teachers and administrators, supported by and responsive to the community they serve. Second, persons serving in advisory roles can facilitate change only if they are available to work with school staffs and their right to be there is clearly established by the school system. A relationship of trust and mutual support between teachers and advisors is the key to successful change. (JD)