Purpose: Evidence from the UK shows that public relations (PR) in schools initially met with resistance but has since entered a second phase, that of "post marketisation". But, it is still believed that unqualified and untrained administrators practise it in schools. Little formal research has been undertaken into this, especially among the growing body of schools called "international schools". The purpose of this paper is to address this issue. Design/methodology/approach: Research was undergone among the training background and needs of the PR practitioner (PRP) in 34 international schools in 22 countries worldwide. Findings: Each school had a designated PRP who is largely untrained and unqualified. A range of induction and ongoing training needs were identified which do not presently seem to being met. Research limitations/implications: This paper deals specifically with the diverse body of "international schools". The findings cannot automatically be applied to other types of institution. Practical implications: It is suggested that these training needs have to be met largely from within the school itself. Deming's four total quality management principles of "profound knowledge" are used to conceptualize what these needs might be. Originality/value: This paper resurrects the issues and problems facing the practical implementation of PR in some schools. It raises the issue that international school managers ought to give more regard to both the induction and ongoing training needs of the PRP within their own institution, making it more of a "learning organization". It also offers a pragmatic training role for the fledgling body called the "Alliance for International Education".