The development of the campus laboratory school is traced from its origins in Europe in the seventeenth century and in the United States normal school schools of the 1820's. These schools served for practice, as models of the desired teaching methods and provided opportunities for student teaching. Even before 1900 the function of the schools was being debated, and the need was recognized to use them as experimental schools to test and demonstrate new techniques and materials. The student body in campus schools tended to be highly selected and inadequate in number to serve expanding programs of teacher education. In the late 1960's much student teaching was transferred to public schools and the concept of teacher education was changed to increase the collaboration between schools and colleges, with a resultant demand for more responsibility for the classroom teachers in student teaching and accreditation. The new emphasis is on a joint enterprise by public schools, universities and colleges, the community, and related public agencies. The means of disseminating the results of experimentation and research must be improved if campus schools are to have a useful future, and there must be opportunities for curriculum development and professional leadership. There is a need for flexible facilities which can be adapted to a variety of uses, and laboratory facilities devoted primarily to inservice education. The activities should be defined and limited to those which can make a unique contribution to the program of the sponsoring agencies. (MBM)