Resting on the assertion that there is less criticism of the federal role in education in Australia than in the U.S., this paper attempts to identify the structures and practices associated with this less negative view and to determine if they are transferable to the U.S. The first section provides a contextual comparison for national education activities in the U.S. and Australia, focusing specifically on similarities and differences between the two countries. The second reviews the development of Commonwealth involvement in educational policy in Australia and describes the important characteristics of Commonwealth education programs. The third identifies the major issues of program implementation in the public school sector that were raised in interviews with Commonwealth and state education officials. The fourth section draws on this discussion to assess the implications of the Australian approach for educational policy in the U.S. The first suggestion elicited from the Australian experience is the desirability of consolidating the large number of U.S. federally funded programs and of focusing on a few major priorities. The Australian experience also suggests greater devolution to the state level of authority for implementation in an effort to minimize federal regulations and requirements. Use of a school-based policy is also suggested. (Author/JM)