This publication describes the experiences of nine British colleges in developing and implementing their own models of caseloading and workloading. It begins with an executive summary (Sue Carroll) and "Introduction" (Sue Carroll) that discusses workloading, caseloading, and hybrids that incorporate elements from both. Part I on workloading consists of chapters 1-3: "Weighted Workloading" (Pauline Wilcox) focuses on the weighted workload system at Lowestoft College; "Type 1 and Type 2 Activities" (David Ellerby) describes the model at Harlow College; and "Relative Workloading: A Formulaic Approach" (Ed Sallis) focuses on a research exercise into caseloading at Brunel College that was later abandoned. Part II on caseloading contains chapters 4-7: "A Pilot Study" (Jennifer Sims) offers a detailed account of a caseloading system at Accrington and Rossendale College, including aims, essential elements, operation, implementation, effects, and efficiency and productivity; "Notional Contact" (James Hampton) describes operation and effects of a caseloading system at Bournemouth and Poole College of Further Education; "Workloading to Caseloading--A Resource-Based Approach" (Ed Sallis) continues the discussion begun in chapter 3 as Brunel College considered a "bottom-up" approach; and "An Exploration of Caseloading" (Pru Taylour) focuses on development at South Bristol College. The three chapters in part III describe hybrids: "A Compensatory Time Model" (Yvonne Griffiths) focuses on the Northbrook College of Design and Technology model of caseloading; "The Professional Portfolio" (Ivor Hixon) discusses a system for teachers to establish client-partnership relationships with students at Blackpool and the Fylde College; and "The Danish Family System" (Torben Jessen) tells about a system for allocating staff time that is being developed and implemented in Aabenraa Business College in Denmark. (YLB)