This paper applies the concept of educational partnership to the problem of drug use among students. The present structure of public education in the United States is critiqued, and a new structure based on shared responsibility of home, school, and community, and on the voice, educational choice, and loyalty of participants, is proposed. The greatest educational contribution schools can make to the prevention of drug abuse is to change schooling from a "winners and losers" to a success-oriented enterprise. The most important social contribution schools can make is to stop giving a home in the schools to student drug culture. School structures based on delegated authority result in abandonment of students, fail to meet their psychological needs, and give rise to tight peer cultures. Service delivery approaches to education and associated disengagement models should be replaced by a caring approach based on an engagement model. If schools are to be successful in helping to prevent drug abuse, important aspects of moral and academic education must be addressed. These include overcoming obstacles to moral education, recreating a concept of childhood, implementing cooperative education strategies, clarifying mixed messages about drugs, and emphasizing intellectual values. (RH)