An in-depth analysis of a school's home-school-community relations program from the perspective of the school's staff and the citizens within its attendance area was conducted. The study was designed to determine the programmatic and nonprogrammatic activities and to examine the existing relationships between: (1) the operating functions, (2) the control functions, (3) the primary interaction patterns, and (4) the importance and effectiveness of the activities. The conceptual framework of the study utilized the theoretical framework developed from the Wisconsin Research and Development Center's home-school-community relations model and the literature. The study was conducted in a single school district using interviews and questionnaires as means of answering fourteen research questions and two ancillary questions developed from the home-school-community relations literature and research. All activities and questions were tabulated by computer. Frequencies and percentages were presented on all activities and questions. Relationships, as they related to the research questions, were analyzed by means of a product-moment correlation. Differences between groups regarding the ancillary questions were analyzed through an interactive t-Test. The major conclusions were presented and recommendations made. (Author/RC)