This article reviews six programs that have applied anthropological concepts, methods, and research to implementing change in American schools, school districts, and communities. The programs are: (1) the West Philadelphia (Pennsylvania) Free School, an experimental alternative education program that emphasizes freedom, individualized instruction, and community participation in learning; (2) the Appleton School Project (Chicago, Illinois), which used a systems approach to school change; (3) the Latino Mother-Infant Project (Chicago, Illinois), which incorporated anthropological research findings into a prenatal education program for Mexican Americans; (4) the Puerto Rican Research and Training Project (Hartford, Connecticut), designed to develop ethnographic researchers in the Hispanic community and collect information on education related problems; (5) the Comprehensive School Based Health projects (Hartford, Connecticut), which utilized school-community collaboration to train students for health careers and generate health data; and (6) the Houston (Texas) Independent School District's evaluation and program monitoring activites directed by an educational anthropologist. Characteristics common to the programs include: use of a systems approach for educational change; emphasis on program implementors' ability to scan and evaluate the environment in solving problems; use of research, especially collaborative research; community involvement; consideration of learning theory; and long-term commitment of anthropologists. (Author/MJL)