In the context of a broader focus on prevention and school psychology, there is no question that Elias, Zins, Graczyk, and Weissberg (2003) raise key issues in the movement toward a sensible approach to creating school and classroom environments that are responsive to children's developmental needs. The Elias et al. article argues convincingly for a reconceptualization and reorganization of how school psychologists approach supporting children's various needs--and that doing so requires attention to how educational settings are structured and organized, how supports are delivered, and most importantly, the people in these settings who are interacting with children on a day to day basis. In moving to "scale," Elias et al. (2003) identify three key foci: understanding and working with structural features of schools, moving away from a program/package mentality, and attending to the adults who are interacting with children in school settings. In this article, the author offers his views on the points raised by Elias et al. He also describes some results from large-sample observations of classrooms in which he has been involved recently that illustrate two of the three foci identified by Elias et al.