This paper presents findings of a study that investigated the relationship between schools and communities. Each of the 10 schools under study served predominantly low-socioeconomic Mexican-American students. Data were derived from interviews and observations conducted at 8 of the 10 schools. Findings show that the schools' relationships with their communities followed three models: the community as resource for the school; the community and school as an integrated unit; and the school as a locus for a learning community. The three schools that interacted with the community as a resource tended to serve highly fragmented communities facing such problems as gangs, poverty, unemployment, and single-parent families. The three schools were dependent on the community. Two schools were integrated with community and one school proactively initiated an extended learning environment with the community. The two integrated schools were characterized by a great degree of overlap between the schools and their surrounding culture. However, the schools' very traditional contexts are difficult to replicate in postindustrial, late-20th century communities. The proactive school viewed itself as a resource for the entire community, participated in the community, and made adult education a priority. Factors of successful school-community relationships include the provision of opportunities for participation, a collegial school administration, and constant communication. (LMI)