This article suggests that one approach for meeting Clune's goals of program adequacy is to rely more heavily on market structures in school districts. Specifically, it is proposed that barriers to teacher transfers among schools within school districts be eliminated to allow more freedom for teachers to find schools with educational missions and goals that more closely approximate their own vision of the educational process. It also suggests that teacher compensation be driven more on the basis of what teachers know and are able to do rather than on the basis of experience and training. In addition, a proposal for market-based technical assistance to schools is proposed. This proposal would require schools to devote a fixed percentage of their resources to professional development and to select technical assistance from a range of offerings, both public and private. Providers with offerings that did not improve student performance would be replaced and eventually go out of business. Finally, the cost estimates provided in Clune's article on program equity are reviewed and analyzed.