This study was designed to determine if the regional educational laboratories funded under Title IV of Public Law 89-10 had accepted the charge to become educational change agents. Thirteen critical variables that describe essential change-agent functions were extracted from pertinent literature to provide the framework for a content analysis of interim and final reports from 20 regional laboratories. Criteria were established to assess each laboratory's commitment to and recognition of its role as change agent. The data were analyzed by determining the number and percent of laboratories that fulfilled the recognition and commitment criteria for each variable. A generally high frequency of fulfillment of both criteria was found, suggesting that the regional educational laboratories generally recognized the importance of functions related to a change-agent's role and did plan activities to fulfill such a role. Appendices include the guidelines for the National Program of Educational Laboratories, staff guidelines, and the judges' ratings. A 53-item bibliography is included. (Author/JH)