A five-year study was undertaken to investigate the relative effectiveness of pre-retirement education (PRE) programs. Project staff identified for study three methodologies (the lecture series, the discussion group, and the "facilitated interaction" model) and four contexts for sponsor-settings (the employer, the education, the community agency, and the social organization and volunteer contexts). The central research question addressed was: What are the most feasible and constructive treatment and setting combinations vis-a-vis PRE? Staff recruited and trained PRE leaders who then mounted programs in their home communities within project guidelines. Staff monitored and supported the leaders while also collecting data from PRE participants. An integrated package of adjustments was applied after the first program/data cycle. The relative effectiveness of the three educational methodologies was examined using multiple-regression analysis to develop comparisons. Discussion and results were grouped into four self-sufficient, yet interrelated papers, each of which is appended to this report: (1) In "The Study Subjects," accumulated data are combined for detailed analysis and breadkown by demographic categories and data obtained via the (appended) Retirement Preparation Indexes (RPI); (2) "Issues in Nomenclature and Methodology" attempts to sort out terms used in the discussion of delivery systems for PRE; and (3) the "Study of Selected Demographic Variables and the RPI" organizes questions around three components: behavior, attitude, and information. (CP)