Community health nursing curriculum components in a sample of baccalaureate nursing programs were investigated. Questionnaires were sent to a sample of 12 National League of Nursing (NLN) accredited, generic, baccalaureate nursing programs representative of the four NLN regions in the United States. Community health nursing content in theory classes reflected changing societal needs and changes in the health care system. There were three curriculum patterns for provision of these theory classes and for community health nursing clinical experiences. However, in all programs community health nursing agencies were utilized for clinical laboratory experiences and case load. Also, families were the main focus of client care and both family residences and schools were used as clinical settings. Additional types of clinical experiences were provided in a variety of community settings. The faculty members' preparation was also assessed. There was no statistical significance between instructor and program variables. Results indicate the need for development of a formal mechanism between the university and community health agencies for ongoing assessment of the preparation needed to practice community health nursing. (Author/SW)