This study explores the feasibility of utilizing school-focused staff development programs in promoting international cooperation through transferability and/or adaptation of relevant aspects of this type of inservice education by foreign countries. The objective of this presentation is to develop interest in ways in which teachers in various countries can be involved in: (1) defining their needs; (2) delimiting those needs; (3) planning inservice programs; (4) taking part in activities related to stated needs; (5) evaluation of staff development activities; and (6) exchange and dissemination of information on school-focused inservice education. Included in this document is an examination of Palm Beach County, Florida, where a model of school-focused inservice was observed. Rationale for emphasizing school-based staff development is based upon the following assumptions: (1) Teachers acquire real professional orientation only while on the job, in the classroom, with live children; (2) Problems encountered in teaching tend to vary from school to school, and each school has its own mores and exceptions; (3) Teachers in such a program get feedback on new ideas as they implement them and are able to make accommodations almost immediately, if needed; (4) A school-based program serves to facilitate communication among teachers within a school; (5) School-based inservice encourages a search for problems in the curriculum and provides opportunity for joint solutions; and (6) Reinforcement of good teaching practices is encouraged by school-based staff development. Representative educators from foreign countries joined in the observation of the Palm Beach model. (JD)