Despite scholarly calls for school social work (SSW) practice to orient more toward systems within and around schools, evidence indicates that individual and small-group interventions continue to dominate practice as well as the research that informs it. In response, the authors propose a more thorough consideration of educational and sociological research that might inform practice-oriented SSW research and teaching. The authors discuss bodies of research that focus on organizational characteristics of and change processes in schools, which may be particularly germane to contemporary challenges in the field. They describe implications of applying broader empirical and theoretical perspectives to SSW research that inform social work education and practice, with an eye toward future directions for the field.