A survey was made of Community Action Programs (CAP) in nine communities widely varied in geographic location, size, and characteristics. Principal emphasis was on organizational and program policy but curriculum content and teaching techniques were also considered. The most pervasive type was the remedial program, commonly delegated to a public school, making use of volunteer teachers and nonprofessionals, showing a shift from a concentration on subject to one on the "real" problems of the child, yet not dealing with the whole family. Next in importance was the preschool program, the two comprising 70% of the whole, both being well received. Usually administered by a delegate agency, preschool programs had relations with other CAP-supported activities and other community program and services, had a parent-related aspect, and aimed to help the whole child's development. Meager data on a few programs of guidance and counseling, adult basic education, and cultural enrichment programs indicated these most effective when integrated with other programs. The fundamental role of CAP in education is to promote institutional and social changes favorable to the poor; it should emphasize programs that consider the whole family, provide an integrated group of services, and involve the available resources of the community. (eb)