A study explored factors that have led to the termination of selected community school programs. Examined during the study were 10 terminated programs in five states (Virginia, Arizona, New Mexico, California, and Oregon) that had been in operation for at least 3 years. Two major techniques were employed in the study. Structured as well as unstructured interviews were conducted with 118 teachers and administrators in the 10 communities. Document analysis was the second research strategy used. Most of the individuals interviewed indicated that building staffs, school administrators, and city officials had little knowledge of and were largely unsupportive of the community education (CE) concept. Funding and staffing patterns varied widely from site to site. However, it was noted that those programs that were entirely locally funded lasted the longest. When asked about the strengths of local CE programs, some respondents noted that CE programs involved Spanish-speaking people in the community and provided a well-rounded program for adults and children. Among the weaknesses of CE programs mentioned were a lack of organization, understaffing, a failure to gain a commitment from schools or the public, and an overlapping of services provided by CE with those provided by other agencies. While two of the school systems contacted were actively trying to reconstitute their CE programs, eight were not. (MN)