A "programmatic concept" of in-service education is suggested. In-service activity congruent with the concept must emerge from an operational complex which has demonstrated the capability to create and/or diffuse instructional programs targetted to a group of teachers with particular needs. Three approaches which fit the criterion rule are described: (a) in-service education as a programmatic activity of teacher education centers, (b) in-service education as a product of specialized instructional and curriculum product/training centers, and (c) in-service education as disseminated through specialized workshops. Examples which fit each of the three approaches are presented. A 29-item annotated bibliography is included. (JA)