An analysis was made of the case histories of two Georgia State University (GSU) "cooperative models" for the delivery of career education and formal academic services to economically disadvantaged groups. One of the models served primarily black, primarily female Comprehensive Employment and Training Act (CETA) participants by providing a link between college and CETA to enroll the 18-19-year-old participants in an Associate of Science degree in Urban Life. The other model provided short-term training in job skills for CETA-eligible black female heads of household between the ages of 17 and 58. Information gained from these projects and from data collected through a recent GSU survey of 300 central business district employers in Atlanta was used to identify six problems relevant to the development of such cooperative models. These problems were (1) public sector versus private sector placement of students; (2) incompatible CETA systems and conflicting regulations; (3) lack of coordination among employment and training systems; (4) problems of the block grant approach in an urban environment; (5) undesirability of public employment service clients as perceived by central business district employers; and (6) lack of research concerning postsecondary involvement in cooperative models linking education and work. Specific recommendations to address these problems were made; among them is a cooperative model with an expanded role for the postsecondary education provider that includes a "mediating" or "brokering" role supplementing a formal training role. (Author/KC)