A study was done to determine the feasibility of using public schools as a delivery system for training the disadvantaged in rural areas, and to identify those factors which have prevented the establishment of meaningful working relationships between manpower training providers and vocational personnel. Utilizing a questionnaire and personal contact at workshops, data were collected from public schools which participated in Texas's Rural Impact Program while a modified Delphi Method was used to obtain opinions from a group of experts comprised of sponsors, administrators, planners, field workers, and project directors of Comprehensive Employment and Training Act (CETA) and vocational programs at the local, State, and Federal levels. Findings led to 16 major conclusions including (1) The Rural Impact Program that was conducted throughout the State of Texas demonstrated that CETA and vocational funds can be combined for the purpose of implementing a broad comprehensive program for the disadvantaged and (2) adult classes can be taught in public schools during regular school hours, but an extensive educational program for the general public will be required. (Recommendations are made regarding State and Federal legal and administrative procedures which would facilitate coordination and cooperation. The appendix comprises about one-half of this report and includes the questionnaires, summary of Delphi observations, and a community services directory on vocational and CETA coordination procedures.) (EM)