There are critical challenges for the design of effective school-based mental health delivery systems. Atkins et al. (2003) provide illustrative examples of how these challenges can be addressed in ways that can significantly increase children's access to empirically supported interventions, integrate programming into existing school leadership structures to support long-term sustainability, and foster close coordination and collaboration between school-based and community-based mental health services. These models are best termed "promising" at this time, as empirical data on their outcome effectiveness is not yet available, but the work of Atkins et al. (2003) suggests that they are each feasible and attractive models for schools and community partners. This commentary focuses on three complementary issues: (a) school-community adaptations of empirically based programs, (b) providing a continuum of care, and (c) researching sustainability.