The results of a study on the way federal government guidelines influenced the administration of 132 Teacher Corps projects at the local level are reported. Research was oriented primarily toward determining those guideline provisions that seemed to have the most powerful impact on local actions during the early years of a project. Major findings apply to federal or state agency policymakers who construct or revise policy guidelines. This volume of the final report on the study is divided into three parts. Part One contains chapters that summarize the findings and conclusions and discuss the issues that are now facing educational policymakers. Part Two gives the background of the Teacher Corps program and presents evidence supporting the report's major findings, focusing on three provisions in the Teacher Corps Rules and Regulations: (1) the five-year time horizon and designated planning year; (2) the requirement for collaboration with local institutions and community agencies; and (3) the provision for local specifications of objectives. Research methods used in the study are discussed in Part Three. The appendices contain Teacher Corps Rules and Regulations, reprinted from the Federal Register, and excerpts from guidelines used to define research techniques at the local sites. (FG)