The influences at play in service delivery decision-making and implementation can be conceptualised as operating at multiple levels: macro, relating to service policy and governance; meso, relating to a school, clinic or children’s services site; micro, relating to individual practitioners. A small number of systematic reviews, meta-analyses and randomised controlled trials exploring issues of service delivery have been conducted. To the naive observer, the practice of language intervention with a child with developmental language disorders (DLD) may appear simple. A meta-analysis of parent-implemented language interventions by M. Roberts and A. Kaiser clearly demonstrate that such approaches can be effective for children between 18 and 60 months. Finding children of similar age and with similar intervention goals to form groups is not always possible due to timetabling, geographic or other practical constraints. Throughout the work of the Cooperation in Science and Technology Action the passion and dedication of practitioners and researchers who support children with DLD is tangible.