Educators need a better understanding of the change process if changes are to be well planned and effective. The purpose of this study was to identify procedures that had facilitated educational change in selected school systems. The changes studied were in the areas of curriculum organization and content, instructional technology, staffing, school organization, and building design. The researcher looked at school systems identified as having made a change in a desirable direction. Data were collected through tape recorded interviews with superintendents, assistant superintendents, teachers, principals, supervisors, project directors, and lay persons involved. A descriptive interpretation of the information isolated procedures for facilitating educational change. The findings led to several conclusions: (1) Changes in school systems are initiated near the top level of system organization. (2) The leadership of the superintendent of schools is a major factor. (3) Federal financial support to local school systems promotes educational change. (4) When federal funds are used, there is less need for community support. (5) Regardless of type of change made, schools use many of the same procedures for facilitating change. (6) Many of the same procedures are used both for improving attitudes of teachers toward the change and for increasing teachers' knowledge. (7) Educational consultants facilitate education change. (Author/JM)