Data from a national study of Title I of the Elementary and Secondary Education Act were used to investigate existing patterns of services for students eligible for Title I and other categorical programs, district policies regarding the eligibility of handicapped and limited-English-proficient students for Title I services, and coordination of services among Title I, special education, and English as a second language (ESL)/bilingual education. This report focuses on two subgroups of the Title I population: students eligible for Title I and ESL/bilingual services and students eligible for Title I and special education. Among findings of this study are that 10.9 percent of districts responding include ESL in their Title I programs, while only 3.6 percent offer special education as part of Title I. In 44 percent of the districts, all handicapped students in Title I schools who meet cutoff criteria are eligible for Title I, whereas nonhandicapped students meeting these criteria are eligible in about 25 percent of districts. All limited-English-proficient students are considered eligible for Title I if they meet cutoff criteria in 67 percent of districts, while 5 percent of districts consider all limited-English-proficient students ineligible. Most respondents indicate that coordination among categorical programs at the district level is limited. (MJL)