Individually Guided Education (IGE) is an alternative form of schooling used in a large number of elementary schools. This study of home-school- community relations in an urban, inner city IGE school starts with a summary of the literature on home-school-community relations and an overview of readings related to urban education. In addition, a conceptual framework for describing and interpreting data to meet the objectives of this study is provided. The field methodology utilized in this case study, including research objectives and data collection procedures, is described in detail. The community and organizational environments of the selected urban, inner city IGE school are examined. The instructional and home-school-community relations programs at the school are discussed. Activities and practices related to the home-school-community relations processes of communication, involvement, participation, analysis and resolution are then described. At each of these three stages, relevant descriptive data and findings related to the home-school-community relations objectives of the study are given. A summary of identified supports and constraints to home-school-community relations in an urban, inner city IGE school is provided, together with implications for practitioners and suggestions for future research. (Author/MC)