This paper presents a case study of the development of the Professional Analysis Team (PAT) program structured after the Quality Circle program used in industry. Modifications and innovations of the Quality Circle program are examined, and essential characteristics are outlined. The PAT program, designed to enable education professionals to use their creativity and expertise to solve problems and assume greater responsibility, creates a formal mechanism that can improve communication and increase teacher input into administrative decisions in an informal meeting setting. It is a method for overcoming the difficulties created by a system in which teaching occurs in isolated classrooms and it avoids problems associated with teachers' loss of professional autonomy. The PAT program was used, initially, in Auburn, New York. Data from this upstate school district was collected from all levels of hierarchy in four elementary, two middle, and one senior high school with a student population of 5,750. Aspects such as selecting participants, training, distribution of information, top-management commitment, and locus of authority are discussed. PAT modifications including compensation and scheduling are outlined, and outcomes of the study are given. Included are 22 references. (WTH)