An expressed purpose of the Teacher Corps program is to encourage and assist changes in teacher education directed toward better ways to prepare teachers for work in areas of concentration of low-income families. Too often community involvement in such programs takes place after most decisions and plans have been made. As the 1970-72 Teacher Corps Guidelines are followed, most of the new proposals for training interns will reflect the movement toward competency-based programs. And since the Model Elementary Teacher Education Programs meet this condition, there will be a close cooperation between the Models and Teacher Corps. The effective preparation of Teacher Corps interns requires participation by the local community in the planning of that prepatation. The Model Programs, through their various provisions for local responsiveness, provide an excellent vehicle for accomplishing these desired outcomes. As one example, the Georgia Educational Model allocates a segment of the continuing inservice education of the teacher to cooperative planning by the local community, the teacher and the school system. All three of these would also share in the implementation of the proficiency modules, and university credit is designated for these "local-conditions" modules. The past has shown that community participation is vital. The present indicates that exciting new models can effectively facilitate that participation. (JS)