A method for analyzing secondary school programs that integrate community resources into classroom instruction is based on a comparison between programs in the British Isles and in the United States. The study was conducted to determine facilitators and barriers to such integration. Integrated programs were considered to be those in which schools and communities collaborate to prepare students for adult and working life. The descriptive profile of integration developed had five features grouped into two clusters of activities: networking resources (multiplication of resources, coordination of resources, cross-fertilization of resources) and delivering resources (accessibility of the network to students and students' preparation to work in, and their reflection of, the network.) Types of integrated programs studied included community involved placement for educational development, cooperative education, experience-based career education, and education-work councils. Some problems with integrated education were found: competition for resources, abuses of influences, narrow visions, lack of concreteness, failures to achieve credible understandings, and unreadiness to implement. Successful establishment of integrated programs was influenced by (1) coordinators who had broad, flexible authority but limited power; (2) diversity in solving problems; (3) the ability to translate innovative ideas into action; and (4) attention to program development. Applications of the issues raised by the analysis were suggested. (YLB)