On the basis of reports of the limitations of staff meetings in various professions, the contribution of such gatherings to pedagogic activities and faculty cooperation was investigated. Organizational characteristics that differentiate between effective and ineffective conferences were also examined. Two hundred and ninety-four teachers from 64 public schools provided information on meetings in which they had participated and noted the factors that contributed to their success. The findings verify the limited contribution of general meetings, and point to the advisability of consultations of smaller groups of specialized staff. The results indicate a need to imbue school principals and others who conduct teachers meetings with skills in communication and constructive collaboration. The implications of the findings on management of staff meetings via Internet are discussed.