This report describes local procedures for implementing Chapter 1 requirements for selecting limited English-proficient (LEP) students for Chapter 1 programs, and describes services for LEP students through Chapter 1 and language programs. Case studies of 14 school districts in 6 states were conducted to help the Department of Education formulate appropriate guidance for school districts in providing Chapter 1 services to LEP students. This report outlines these case studies, and provides the overall study's background, conclusions, and recommendations. Several districts consider students with low scores on English-language proficiency tests as ineligible for Chapter 1 reading and mathematics services and do not assess them for Chapter 1. English-language proficiency tests are used to select students for Chapter 1 funded English as a second language classes in most districts. Teacher judgments are used more often to select LEP students than English-proficient ones for Chapter 1. Coordination between Chapter 1 and language services for LEP students is rare at the state level. The degree to which LEP students are included in Chapter 1 is related to the design of local Chapter 1 and special language programs and district personnel's perspectives about how LEP students' educational experiences should be structured. LEP students can be better served by Chapter 1 programs if schools improve coordination between Chapter 1 and other programs. Statistical data are provided in 14 tables. Appendix A provides the 14 case reports. Appendix B presents 16 questionnaires and checklists administered to Chapter 1 program administrators, schools, teachers, and counselors. (RLC)