The 1991 book "The Effective Board of Trustees" presents a model of governing board effectiveness, based on an empirical study of 22 private liberal arts and comprehensive colleges. Since the book was published, various nonprofit organizations, including seminaries and theological schools, have used this model in presentations, educational sessions, and board retreats. Trustees and presidents of most theological schools, however, have found that the model requires some adaptation to reflect the differences between their institutions and colleges--for instance, seminaries' relationships to church bodies, their institutional evolution, their culture, and their small size and scale. This paper briefly analyzes these differences and suggests considerations theological school leaders may want to address when using "The Effective Board of Trustees." The paper is organized according to the six competencies, or dimensions, that make up the board effectiveness model. A final section on the board and the president considers leadership issues. The paper does not restate the contents of the book, which includes detailed definitions of each of the six competencies, offers numerous suggestions for improving board performance, and explains the essential role presidents play in enhancing board performance. (AA)