This study of open education as practiced in a number of selected American elementary school classrooms is concerned with teacher, administrator and parent attitudes, curriculum, teacher and administrator roles, and learning approaches and outcomes. A sample consisting of ten elementary schools in six areas of the country was studied through direct classroom observation, individual interviews, small group meetings, and a teacher questionnaire. Individual observers spent one complete day with each of 33 open education classes (some vertically grouped) at various grade levels. Individual interviews were conducted with principals, advisors, superintendents, school-community coordinators, psychologists and social workers. At group meetings with teachers, staff development, curriculum and assessment were considered, while parent meetings (group or individual) dealt with questions of school-community relationships and parent attitudes. The questionnaire (which presented 77 statements on open education to be ranked on a 5-point scale) was completed by 86 teachers and teaching aides. Responses on this questionnaire were compared with an additional set of questionnaires completed by 38 teachers in schools in England. Appendices include descriptive data on the individual schools and a practicum section with sample classroom timetables and sketches of classroom layouts. (BF)