Quality circles attempt to satisfy both task and personal needs through staff involvement in solving work-related problems. This paper summarizes quality circle theory, applies it to school settings, and suggests a framework for introducing the process to educational institutions. After briefly defining quality circles, the article presents two examples of such programs at a British college. Individual reasons for circle membership are then examined, F. Herzberg's motivators are listed and described, and resistance to circle membership is briefly discussed. When established voluntarily with opportunities for participants to influence outcomes, quality circles can help individuals satisfy self-actualization, recognition, and affiliation needs. To introduce quality circles, managers must make appropriate arrangements and encourage a fertile, innovative organizational climate. Open discussion is the best strategy. In less trusting environments, staff linkages for specific tasks might work. To ensure success, egalitarian rules need to be adopted that focus on ideas and products and ignore individuals' hierarchical status. The leader's sensitivity and interpersonal skills crucially impact a circle's effectiveness. The process is useful for increasing staff involvement, supporting individual performance, developing curricula, and building teams. (MLH)