A survey of campus laboratory school activity in the last few years reveals a change in roles from one primarily directed at training student teachers to one emphasizing the four functions of research, observation, demonstration, and participation. Present emphasis on field-based preservice and inservice teacher education indicates an increasing role for the laboratory school and its instructional staff, since that staff is made up of practicing professionals who can understand the needs of, and who have the trust of, classroom teachers. One developing role for these professionals is the county education agent, a full time teacher education professor who provides services in local schools akin to the role of the agricultural county agent. (MJB)