Service centers in Illinois and teacher centers funded by the federal government are compared with regard to structure, function, clientele, and success criteria. The paper utilizes comparative analysis of documents that conceptualize service centers and teacher centers; logical analysis deals with the constraints imposed upon center concepts by the guidelines for proposals which were used as the source of data for the comparison. Conclusions are drawn as to the manner and scope of operation of the center, including their activities and delivery systems. The author concludes that the Illinois Area Service Center endeavor provides a baseline experience for propsective teacher centers. (Author/HMD)