An analysis of two rural and two urban Head Start centers in the state of New York during the school year 1966-67 attempted to find out if rural-urban variables affect the administration of Head Start programs. The four programs were compared in terms of (1) community socioeconomic characteristics, (2) administrative organization, (3) pupil recruitment, (4) staff, (5) parent involvement, and, (6) follow through. Data were collected during field trip interviews and from examinations of proposals and office files at the centers. All Head Start programs were nursery-school, rather than academically, oriented. Results indicated that urban bureaucracy caused depersonalization of the staff and required more written reports than small rural administrative units. However, urban centers had better facilities, a wider range of personnel from which to choose teachers and aides, and a more heterogeneous population from which to recruit children than rural counterparts. Rural centers suffered from transportation problems and from unavailability of social, health, and psychological services. The advantages and disadvantages of Head Start centers being attached to a public school system are also discussed in the report. Appendix A is an interview guide used in the study. A bibliography is included. (MS)