This monograph describes the theory and practice of the invitational learning model as it applies to school counseling and development. Invitational learning is a paradigm for personal and professional functioning, and for organizational restructuring, based on four values regarding the nature of people and their potential and the nature of professional helping: respect, trust, optimism, and intentionality. Part I of the book develops the theory of invitational learning in five chapters which: define invitational learning (chapter 1); discuss foundations of invitational learning (chapter 2); identify four levels of functioning (chapter 3); explore the five "powerful P's" of places, policies, programs, processes, and people (chapter 4); and explain the "Four Corner Press" of being personally and professionally inviting with oneself and others (chapter 5). Part II surveys the practice of invitational learning through seven essays by separate authors describing their experience in institutions or programs that employ the invitational learning model: (1) "The Baltimore County Guidance and Counseling Experience" (Donald E. McBrien); (2) "The Furman University Center for Excellence Experience" (Judy Lehr); (3) "The East Davidson High School Experience" (Debbie Chance); (4) "The Kansas Elementary School Curriculum Experience" (John H. Wilson); (5) "The Affton School District Experience" (Gary C. Benedict); (6) "The University of South Carolina Adjunct Instructor Experience" (Cheryl French Stehle); and (7) "The Sugar Loaf School Experience" (Joel Blackburn). Forty-eight references are included, and the inviting school checklist is appended, along with an Honor Roll of inviting schools. (TE)