Most people do not think of schools as centers of revolution. Rather, they consider schools to be stable organizations that have not changed dramatically in how they operate. Indeed, some argue that school operations have changed remarkably little in the past 100 years. However, a change "has" been taking place in England that is beginning to be replicated in other education systems. This change has largely gone unnoticed, at least as far as public attention goes; yet it is a revolution in education nonetheless. In 2002, the National College for Leadership of Schools and Children's Services piloted a certificate program in school business management. This seemingly modest initiative was the start of something big in at least two ways. First, at the outset of the program, National College officials decided to focus on the broader role of school business management because focusing solely on the bursar's role in managing finances was too constrained. This broad focus on the role of school business managers (SBMs) carried with it the idea that SBMs make a significant contribution to the health and vitality of schools as organizations. Second, there was a huge demand for this program and the other programs that followed. The important role of the school business manager is becoming more evident in England, where SBMs are proving a positive return on investment. (Contains 1 figure.)