Case studies of focus groups as a useful educational research strategy for evaluating noninstructional interventions are described. Focus groups were used to evaluate the effectiveness of programs in the following Virginia school settings: (1) peer counseling programs in 4 high schools with 49 student counselors; (2) gifted programs in 7 elementary schools, 2 middle schools, and 1 high school; and (3) child-constructed story playing in 6 kindergarten classroom play centers. Data analysis included interpretation of themes according to the model of A. Strauss and J. Corbin (1990). Peer counseling evaluation included evaluability assessment, accountability, effectiveness analysis, and impact analysis. Analysis of gifted programs resulted in thematic analysis of problems and solutions suggested by students, parents, and teachers. Exploring the narrative competence of the kindergartners through focus groups allowed multiple perspectives of child-constructed stories in the classroom play centers. In these case studies, data supported the use of focus groups as a versatile, systematic research strategy. Effectiveness was demonstrated for informal evaluation of noninstructional interventions in school settings. (Contains two tables and eight references.) (Author/SLD)