The early use of paraprofessionals by the National Youth Administration in the 1930s is briefly reviewed, followed by an examination of the three main settings in which they have been employed: 1) teaching, where a variety of programs has used students and neighborhood residents for tutoring, assisting as teaching team members, monitoring study centers, managing audiovisual equipment, strengthening school-community relations, etc.; 2) social work, where hospitals, child adoption agencies, and social service programs have been able to employ housewives and indigenous workers; 3) counseling and psychotherapy in state hospitals, mental health agencies, rehabilitation agencies, and schools. The specific functions of the paraprofessional are considered, as well as the problems which arise if they seem to threaten the status of the professional or because of different and conflicting values and life styles. The success of the programs is seen to depend on proper selection, adequate training, clear definition of the role to provide for budgeting support and career development, and the successful interaction between supervising professionals and the paraprofessionals. Many major studies of the subject are cited in the text and there is a 65-item bibliography. (MBM)