Structured interviews and case analyses were used to assess the support systems of 20 women enrolled in General Educational Development (GED) preparation classes in Connecticut. None was found to have a complete system of support--that is, one lacking in neither sources nor types of support as defined by the researchers--for their educational studies. Four respondents had educational support systems that were complete in terms of number of sources; two had systems in which all types were represented. Case analysis results indicated that intimate sources were found to be lacking most frequently. The other three sources--family, friends, and institutional--were more equally lacking to a lesser degree. Case analysis revealed that students were most lacking in the challenging type of support, while student self-reports indicated that resource support was felt to be most lacking. The most significant finding was that although resource pool type of support was found to be least lacking by case analysis and most helpful by respondents' reports, it was also recognized by the women to be the most needed type of support. Other important findings were the lack of husbands' support and no recognition of a need for challenging types of support. (A bibliography and the interview questionnaire are attached.) (YLB)