This comparative study examines learning networks from an historical perspective and, in addition to determining the state-of-the-art after seven years of independent development, provides operational definitions of the major critical elements needed to assure the development of a successful learning network model. Learning networks are discussed as a response to the problems of American education. To assess the state-of-the-art and to determine the chief characteristics that account for the high failure rate of the concept, seven major operational variables critical to successful learning network development are discussed: (1) general orientation reflected in legal status; (2) philosophy; (3) funding; (4) organization of information; (5) communication programs; (6) client access; and (7) management and administration. Data for these variables were collected through personal interviews with founders or chief administrators of 18 active and 10 inactive learning networks. Each was analyzed comparatively in terms of time in existence, number of participants on file, population of the service area, participation percentage, and clientele demographics. Analysis indicates that lack of funding is a central problem, and that further research is needed in the areas of network users and effects of program modifications. (CWM)