Suggestions on how community resources can be organized and made available for both formal education activities and residents of a community are provided. Six categories of community resource learning experiences are examined, consisting of study strips, resource persons, community services, community resource maps, community surveys, and camping (outdoor education). Each activity is nonbook in character and usually takes place outside of the formal classroom situation. Most effective use of these resources requires advanced planning and a formalized use sequence including selection of the resource, preliminary arrangements, teacher-student planning and preparation, student experience with the resource, checking and follow-up, and evaluation. Full and proper use of community resources depends upon adequate administrative support. Funds should be allocated for the production, periodic updating, and distribution of community resource directories. Not only students but also community residents with leisure time can take advantage of these local resources to continue their education. The author suggests that all agencies in a community cooperate in publicizing their resources and helping people to explore them. (Author/DE)