An intervention consists of an action or actions to improve a situation. The purpose of this case is to discuss concepts and processes in the development, implementation, and evaluation of interventions by providing examples from our published study. We published the results of an intervention that consisted of the following actions to improve the use of eyeglasses among children in one school: provision of two pairs of attractive eyeglasses, teacher monitoring of the use of eyeglasses, and eye care education for parents. A logic model presents a flow from inputs, which are resources to operate the intervention to the outcome, such as the increased use of eyeglasses. Two types of intervention designs are experimental and quasi-experimental. Experiments are methodologically superior because they involve the random assignment of participants to an intervention or control group. Experiments, however, are not always the best designs to use especially when working with just one school where control and intervention participants can interact with each other. Therefore, we selected the quasi-experimental design for our intervention. The following are lessons we learned. First, it is advantageous to develop school-based interventions based on the suggestions of the community such as parents, nurses, and teachers. The community is then more likely to participate in the intervention. To conduct an intervention in a school, it is required to obtain principal and school board permissions. It is most helpful if the research team has had a long-term collaborative relationship with the school. School-based research should have the potential to positively influence youth.