In most schools, the end user of education products and programs--the teacher--has little or no control over what gets purchased; education products and programs are bought for teachers by school and district leaders. This top-down purchasing system creates three hurdles to effective education procurement: (1) half-baked implementation of new programs and technologies, (2) underestimation of the teacher-time costs of implementing new education products, and (3) misplaced priority on using funds to reduce class size or hire more specialists. One potential solution to these hurdles is to give individual teachers control of the funds currently spent on them. Such a move would help ensure that teachers receive products and services they actually want and need, significantly increasing the likelihood of effective implementation and maximizing return on investment.