As one of five field studies in the National Assessment of Chapter 1, this project studied the design and operations of the Chapter 1 program at the point of service delivery. Examination of the program at 24 schools revealed the following: (1) inflationary pressure on Chapter 1 budgets affected design decisions among schools; (2) cross-site analysis does not suggest that one service delivery model was markedly better or worse than others; (3) the implementation of any one model was largely unrelated to other design features of Chapter 1 projects; (4) Chapter 1 projects were characterized by small instructional groups; (5) in general, Chapter 1 instruction constituted about 30 to 40 percent of the total time spent by students in reading or mathematics; (6) elementary school reading projects offered the most "direct" instruction to students; (7) in general, Chapter 1 projects did not focus on "higher order" tasks; (8) Chapter 1 instruction replaced same-subject instruction in the regular instructional programs rather than taking time away from other programs; (9) the relationship between lessons in the Chapter 1 programs and the regular program varied across sites; and (10) formal procedures for coordinating Chapter 1 and regular instruction were necessary but not sufficient for the development of integrated instructional programs in schools. These findings are compared to past research, and prospects for improvement of the program are offered. Data are illustrated on 13 tables. A list of references is included. (BJV)