This report addresses the question: "Where do interventions for concerns about substance use fit into the work of schools?" By way of background, we begin by differentiating between use and abuse and briefly summarizing some major issues and data relevant to substance use and treatment of abuse and dependency. And, to highlight the importance of adopting a broad perspective in understanding the causes of substance problems seen at schools, we outline a reciprocal determinist paradigm. Then, given increasing calls for interventions that go beyond basic direct treatment for substance abuse and dependency, a sample of such intervention needs is highlighted. These were chosen because they are likely candidates for school involvement. We follow this with a discussion of the negatives that arise when schools are asked to add interventions in an ad hoc, piecemeal manner and when the interventions are mainly framed in the context of a system of care model. Recognizing that multifaceted nature of youth problems, we outline the need to fit substance use concerns into efforts to move schools forward in establishing a comprehensive, cohesive approach that can more effectively address the range of student problems with which schools are faced. We conclude with a discussion of some key implications for school policy and implementation of innovative practices, including those that are evidence-based. Appended are: (1) Enhancing the Blueprint for School Improvement in the ESEA ["Elementary and Secondary Education Act"] Reauthorization: Moving from a Two to a Three-Component Approach; (2) Frameworks for "Reworking Infrastructure" at School, Feeder Patterns, District Levels, and for School-Community Collaboratives; and (3) Background on Initiatives for Connecting School-Community-Home Resources. (Contains 4 exhibits.)