Students participating in special programs funded under Title I of the Elementary and Secondary Education Act may experience a fragmented and disjointed instructional program. Case studies of ten schools in New York City were conducted to identify the ways in which special programs were coordinated with classroom instruction. Summaries of the case study data include information on instructional goals, school organization, special programs, coordination of instruction in the schools, staff training, district coordination of instruction, parent advisory councils, and concerns about special programs stated by district and school personnel. Factors which influence program coordination at the district and school levels are also discussed. Constraints on instructional coordination, particularly those related to school organization, are examined. Recommendations for change at the Federal, State, district, and school levels are made. (RLV)