This address, given at a workshop on distributive education, dealt primarily with the coordination of classroom theories of retail selling with their application in the store. The teacher-coordinator, who is responsible for this step, often has such a full program that he tends to overlook it. The teacher must work with the merchant for an effective coordinating plan, adhere to it, and record the findings for evaluation. He should make more use of the "downtown teacher," someone designated by management to sponsor the student while he is actually working at the store. Thus, the teacher, the sponsor, and management all have a part in this coordination. A well-trained and enthusiastic sponsor can add effectiveness and meaning to classroom learning and, at the same time, improve his own supervisory techniques. He should receive recognition for this task not only from management but also from his colleagues. An active teacher-coordinator will keep up to date on retail activity and change, build up the confidence of management in the program, provide good public relations for the college, and find relevant case studies for the classroom. Coordination may be handled as (1) routine observations at the store, (2) visits with the student to demonstrate on-the-job training, (3) discussions with the sponsor on special techniques needed by the student, or (4) formal conferences with the sponsor on the student's progress. (HH)