Educators concerned with effectiveness outcomes have become increasingly involved with participative organizational and teaching practices designed to improve school climate. Since schools have traditionally emphasized "top down" management and decision-making procedures, few school districts have the experience or expertise to develop and maintain participative procedures (like quality circles) at administrative, staff, student, or community levels of involvement. Consequently, many attempts to build leadership teams and principal advisory committees from the bottom up have failed miserably. School communities often desire improvement, but resist change and disruptions brought by innovations. With few tested, replicable districtwide approaches to problem-solving, many schools end up curtailing, faking, or abandoning the involvement process. This paper discusses various issues and methods useful for translating the quality of life model exemplified by "Japanese" management to a district- or school-based Quality of School Life model. After providing some historical context, the paper discusses participation components and guidelines and ways to initiate a change to structured participation. This process requires a long-range strategic plan, specific assignments, consultation and training, and a realistic resource commitment. The paper closes by providing case examples of successful Quality of School Life programs in Michigan, Massachusetts, and Florida. Included are 30 references. (MLH)