This newsletter describes the features and cites potential obstacles to implementation of high school student community volunteer services for credit programs. Specifically, it documents the genesis of the Students Offering Service (SOS) in the Pasadena (California) Unified School District for the purpose of demonstrating the importance of such programs. Students enroll for credit, attend two hours of class time per week with a curriculum designed to enhance what they learn from their volunteer experience, and contribute their special talents to some avenue of community service. Input to the curriculum comes from many of the district's publics. A grocery store underwrites the costs of the pilot program; the Junior League of Pasadena funds a trainer; Pasadena civic and business groups develop a resource book listing service opportunities for students; the Pasadena Board of Education contributes administrative supervision, office space and materials, and clerical support services; and a community leader volunteers to direct the program. Moreover, supervising teachers in the schools direct classroom instruction, present the curriculum, counsel students, maintain records, evaluate student progress, and foster good public relations with the district's varied constituencies. Similar programs exist in Atlanta (Georgia), Pittsburg (Pennsylvania), Washington (District of Columbia), Charlotte (North Carolina), and Salt Lake City (Utah). Isolated schools distant from businesses, housing projects, parks, and hospitals and administrative opposition to the nontraditional nature of such credit programs impede the implementation of SOS type programs. In conclusion, SOS encourages students to respect themselves as important, contributing, and caring members of the community. (JAM)