Three districts that desegregated their schools by choice--Berkeley, California, Moore County North Carolina, and Searcy, Arkansas--as well as the Hillsborough County, Florida school district, desegregated under court order, are examined in this publication. All four studies examine the desegregation plans of each district as well as the compensatory education programs sponsored under ESEA Title I. As the local educational agencies desegregate, they have to modify or completely change their existing Title I programs. Sometimes the children receiving Title I services change, sometimes the district merely changes its way of delivering services. The case studies describe in detail the various methods each school district uses to revise its Title I compensatory education program after desegregation. The Berkeley school district is primarily urban with a large minority group population: Moore County and Searcy are rural school districts, and Hillsborough County is a combination of the urban population of Tampa and the populations in surrounding rural areas. Despite differences, all the districts encountered some problems and at least a moderate degree of success in meeting the challenges of integration. The experiences and ideas presented in the case studies suggest ways of making integration a success in other school districts and support the argument that there is no general decrease in Title I effectiveness when desegregation occurs. (Author/AM)