This document presents findings of a study that examined the operations and effects of selected activities of the regional educational laboratory program funded by the U.S. Department of Education, Office of Educational Research and Improvement. The 10 laboratories that receive OERI support conduct applied research and development and provide assistance to state and local educators in their regions. The following areas and their activities were studied across the laboratories: (1) development coupled with assistance; (2) short-term information events and information products; (3) technical assistance to build capacity; and (4) neutral ground for convening. Data were obtained through interviews with participants in long-term development or technical assistance; telephone interviews with recipients of tailored products from laboratories; and mailed surveys of participants in one-time workshops and recipients of products. Respondents reported that participation produced new behaviors among teachers. These skills often include techniques of classroom instruction, planning, and increased professional discussion among teachers. The data indicate that laboratories are credible sources of help, make long-term commitments to topics and partners, and are boundary spanners. It is suggested that regional laboratories utilize marketing techniques, such as field testing and workshops, to understand consumer wants and needs; give more attention to the targeting of products and services; rigorously scrutinize what is not working; and increase communication across laboratories. OERI's best opportunities for leadership are to be found in framing a Request for Proposals (RFP) for laboratory work, in establishing performance measures and reporting requirements for the program, in fostering networking and community building within and across all programs it funds, and framing and communicating a vision of the best possibilities in the work of laboratories. The appendix contains the participant survey. (LMI)