This report presents case studies of part-time teachers and how they work in Miami, Florida; Detroit, Michigan; Framingham, Massachusetts; Cedar Falls, Iowa; and Niskayuna, New York. The opening section reviews the highlights of a 1965 survey of part-time teachers in 700 school systems (ED 003 396) and summarizes important findings uncovered in the five communities studied using this background. The core of the report comprises the case histories of the five communities' experiences with part-time teachers. The study suggests that the country abounds with well educated women willing to teach part-time, that part-time teachers are as professional and earn their pay every bit as much as full-time teachers, that obstacles to the use of part-time teachers are institutional rather than performance related, and that part-time teachers are most successful when used in well planned ways to improve educational quality. Guidelines developed for introducing part-time teachers into a school system include making an inventory of instructional needs, centralizing recruitment of part-time teachers, giving thorough orientation to full- and part-time teachers concerning their use, not worrying unduly about evaluation, sharing information and experience with other schools, and facilitating communication among part-time teachers. (TT)