A two-year pilot study evaluated a curriculum innovation at one rural and one urban high school in Maryland. Called the Community-Based Learning and Service (CBLS) Program, the innovation involved placing large numbers of students during part of the school day with community sponsors where they could learn about and provide community services as an additional part of their instructional program. The evaluation research included participant observation, a survey of participating students, and almost 200 structured and unstructured interviews with teachers, administrators, students, and community site sponsors. Data were collected on the implementation of the CBLS program and on its impact, outcomes, cost, feasibility, and replicability. The evaluation results, says the author, indicate the feasibility of the CBLS program. Among the other findings are that teachers were most likely to oppose the innovation, while students, sponsors, and parents were satisfied; that CBLS changed teaching and administrative patterns but also improved student attendance and school-community relations; and that the innovation's replicability depends on teacher involvement, support from building administrators and the state, adequate sponsor recruitment, qualified staff, and orienting, monitoring, and counseling of students. A copy of the student survey questionnaire is appended. (RW)