Exploratory case study research, conducted in selected Individually Guided Instruction (IGE) elementary home-school environments, focused on four objectives: describe IGE implementation and home-school-community relations, explain objective one in political terms, generate hypotheses, and make recommendations. Approximately 50 interviews were taken in each of four elementary school-communities, chosen because the school-community fit an inert, dominated, factional or pluralist political category. Data analysis indicates that a political conceptualization of home-school-community relations is useful; elementary school-communities vary in political pressure, issue resolution, and acceptance of innovations that was conceptualized in differing zones of tolerance. (Author)