System-level consultation or organizational development in schools is an area in great need of theoretical models and definitions. The three articles in this special issue provide a unique learning opportunity not only for consultation across borders but also for consultation within the same nation. In my commentary, I limit my remarks to a few general principles about school-based system-level consultation with particular attention to entry processes to consultation. Specifically, I attempt to answer the following questions: (a) Are the principles guiding system-level consultation different from those guiding case consultation? (b) Are there specific principles that guide consultation when working in another country? and (c) Can what we see in these articles to a large extent be described as entry processes to system consultation?