Different types of existing regulations and legislation for correspondence education in France, West Germany, India, the United Kingdom, and the United States are reviewed for the benefit of other countries developing policies. For each country surveyed, four sections are provided in the report: a brief description of the educational system, as context for correspondence education; the place of correspondence education; legislation and regulation affecting correspondence education; and a short summary of how the regulation and legislation make correspondence education institutions reputable and responsible. The four main conclusions of the study are: (1) legislation and regulations can be either directed toward correspondence study or concern a variety of goods and services, including correspondence study (consumer protection); (2) several types of legislation and regulation exist (national or regional legislative, public regulatory agency, and legislation concerning private institutions exclusively); (3) accreditation provides another type of control; and (4) there are three main approaches to the consumer protection needed in correspondence education (commercial standards enforceable by law, consumer pressure groups, and government monitoring bodies). Guidelines are provided for developing countries wanting to improve correspondence education. A bibliography, directory of organizations, and a brief note on the nature of correspondence education are appended. (MSE)