This paper describes the process of attempting to teach the principles and effective utilization of family therapy to the indigenous staff of two mental health institutions. Both interventions are conceptualized as entrees into entrenched organizational systems requiring shifts in power alignments, clarification of self and group goals, articulation of needs, reallocation of resources, and attention to group process in order to succeed. One case, where such issues were overlooked and neglected, resulted in failure in which apparently little learning of family therapy occurred. The second, where these issues were anticipated, addressed and resolved, resulted in successful learning of family therapy, implementation of therapy programs and lasting change in the organizational climate to support those programs. The teacher of family therapy, by functioning as an organizational consultant, can help create the kind of working conditions which are best suited to effectively treating families.