The objectives of this study are to determine the relationship of curriculum development and inservice activities in British teacher centers under real and ideal conditions, the effects of selected organizational variables on centers, and the degree of teacher involvement in programs. Data were collected from 58 teacher center directors and from visits to 18 centers. Priorities for curriculum and inservice activities differed significantly under real and ideal conditions. Work with individual teachers or schools was favored over national projects. Teacher involvement was related to certain center characteristics and other factors. Implications for the United States are discussed. (Author)