The study was designed to analyze and compare inservice attitudes and practices in England to selected United States schools identified as having outstanding programs. Perceptions of chief education officers in English government schools were compared to those of selected superintendents in United States schools regarding inservice concepts and practices. Data revealed agreement on several items regarding importance and practice of inservice concepts while differing perceptions and practices were also found. English respondents reported greater emphasis than their American counterparts upon the following: (1) programs should have written desired outcomes; (2) sessions should involve "hands-on" activities; (3) inservice should be required for all new staff; and (4) university based courses were more likely to be used for inservice. On the other hand, United States superintendents reported greater emphasis upon the following: (1) teachers were provided administrative support following inservice; (2) teachers were involved in planning inservice activities; (3) follow-up materials were provided; (4) sessions were designed to meet teacher needs; (5) participation was more likely to be mandatory; and (6) teachers were more likely to view inservice as a burden. Study participants concluded that systematic inservice is a means to foster excellence. (Author/JD)