This paper explores how public multicampus university system offices address two areas where there is strong state interest but where this interest may conflict with traditional university priorities: undergraduate arts and sciences education and university responsibility for improving K-12 education. It is hypothesized that system offices with strong research university campuses give more attention and resources to undergraduate arts and sciences education, seen as relatively central to the academic core, than to undergraduate or graduate-level teacher/educator professional preparation and related K-12 activities within the university, seen as relatively marginal. More broadly, the study examines how intermediary organizations (university system administrations) exercise influence on and are influenced by those with whom they deal. The systems administrations compared are those within the State University of New York, the University of North Carolina, the University of Wisconsin, and the University of California. The paper discusses results of the comparative analysis in terms of the common system roles and responses, the differences in system office responses to undergraduate and K-12 education, differences among university systems, the impact of these office systems, and the difficulties posed by systems' support coming into conflict with campus or legislative regulations. Policy implications are discussed. (Contains 31 references.) (GLR)