This is a report of a pilot study completed in the Corlears Hook section (a predominantly non-white, low income area) of New York City in order to identify the major issues underlying the educational beliefs of community people and educators. A questionnaire administered to parents, teachers, administrators, and paraprofessionals of four public schools in the community and to the district office staff revealed four major types (and four counter types) of belief systems: (1) "community involvement in the schools is the only thing that is important"; (2) "community involvement is important but is part of a number of educational reforms needed"; (3) "Strict discipline is what is required in schools and not new or modern programs"; and, (4) "strictness is needed, but, simultaneously, educators should take a practical approach to education of children." Large groups of teachers opposed beliefs (1) and (3)--to which, on the contrary, large groups of parents subscribed; black parents supported belief (1) and Puerto Rican parents, belief (3). Parent leaders tended toward belief (2), but very few of them toward (3). District staff supported beliefs (1) and (2), and paraprofessionals, beliefs (2) and (4). The study thus indicated some striking and conflicting belief structures among the different groups involved. (RJ)