An examination of the extensive drug education literature as well as of specific school drug education programs indicates that the present confusion over drug education results from confusion over definitions, goals, approaches, and evaluation. This report, based on an examination of recent literature and on information and printed materials on specific 1974-75 school drug education programs, contains descriptions and examples of the goals, teaching methods, and evaluation techniques used in drug education programs. Pertinent definitions are presented within each area. The seven major goals of drug education, each or any number of which could be the goal of a program, are to increase an individual's knowledge about drugs, to affect an individual's attitudes toward the personal consumption of drugs, to alter an individual's drug use behavior, to increase an individual's participation in alternatives, to enhance an individual's ability to clarify his or her values, to improve an individual's decision-making skills, and to improve an individual's self-concept. The major approaches used are the cognitive and affective and a combination of the two. Outlines of drug education programs used in 13 school systems and an extensive bibliography are included. (Author/IRT)