This paper examines the steps taken in Sweden and Hungary to improve schools. A description is given of the social-political-economic context of each of these countries, noting their similarities and differences. Particular focus is upon the role played by educational research and development efforts in the two countries, and most particularly on the dissemination of knowledge and techniques to the different levels of each school system. The following questions are addressed: (1) How appropriate are the research and development efforts to the school level? (2) Has the research been well conceptualized? (3) Is the research responding to a known need? (4) Do the schools have a mechanism to help determine the type of work which research and development centers should undertake? and (5) How is research and development for school improvement disseminated? A comparison is made between the research and development work in the two countries with particular focus on the implementation of research results in the schools. (JD)