How the faculty of one school cooperatively develops school policies and practices is described in this article. Few, if any, of the procedures employed are unique to the school, but the variety of methods employed is unusual. Because of this variety and because the collaborative approach seems to have been successful in one school, it may be that other schools can benefit from a sharing of its experiences. The setting is the Laboratory School of the University of Chicago. The faculty numbers about seventyfive. The student body ranges from four-year-olds to tenth-graders. The administrative staff consists of the director and the assistant to the director. Unlike practice in many schools, there are no supervisors in the various instructional areas. As far as