Traditionally, when an "outside evaluation" concerning a child's problems in school is sought by families, schools anticipate that the results will be reported in the context of an adversarial relationship, and their experiences have often borne out this expectation. A multidisciplinary Learning Evaluation Center (LEC) based within a university medical center has provided both an unusual setting for the observation of family-school dynamics, and a forum for developing a non-adversarial family-school process. The LEC uses an interdisciplinary approach and operates within a pediatrics department which makes many valuable clinical assets available if needed. The comprehensive evaluation proceeds in several steps. It begins with the systematic collection of information prior to the first appointment. The next step involves direct observation of the child in school, and direct interaction with the teacher, including him/her as a participant in the process. The basic evaluation of the child includes a clinical interview, neurological examination, psychological and psycho-educational assessments, and audiological testing and vision screening. By the time of the conference with the family, there is an unusually rich fund of information concerning the child, the school and the family, and this material has been integrated by the team. By gathering information and sharing results in a non-adversarial way bridges are built with the school and the child is served, not only by the information gathered and shared, but by the basis laid for future family-school communication. (ABL)