This volume presents three case studies of Teacher Corps Youth Advocacy Projects. The three projects selected represent the diversity inherent in Teacher Corps in setting, population, local education agency sites, and theoretical approach to the education of troubled youth. The focus of the study of the Arizona State University Project, which is in an urban setting, was on the development of personnel and community members in School Improvement Teams to change the educational system's capacity for improvement. The populations involved were Native Americans and Mexican Americans. The Kanawha County/West Virginia University study focused on personnel development, including involving community members in the problems of youth, the competencies necessary to complete high school, and diagnostic and prescriptive methods of enhancing basic skills. The population involved was black, Appalachian, and other minority youth. At the University of Maine at Orono/Old Town Schools, the setting was rural and the focus of the study was on personnel development directly affecting troubled behavior, such as behavior management, classroom management, adolescent psychology, student counseling, individualized instruction, and institutional collaboration within and between groups. The population involved was Native American and French American. For each case study, there is a description of: (1) focus; (2) components of the project; and (3) sites and project activities, including the personnel development-intern component, evaluation and documentation activities, and interrelationships between groups. (JD)