A longitudinal, ethnographic study examined the form and content of the linkages that have been established by the principal organizations involved in the implementation of the Exemplary In-School Demonstration Project. During the study, on-site observers utilized the following data collection strategies: document analysis, respondent and informant interviews, direct participation, and extensive observation of the various facets of given local projects. In all, 51 projects were investigated. The focus of the program observations was on the various linkages that projects have made with the Comprehensive Employment and Training Act (CETA) system, with community-based organizations, with other youth service projects, with other components of the educational system, and with the private sector. Researchers sought to identify linkages that are generic across variations in program design as well as those that appear specific to each of the following four program models: academic credit for work experience, career awareness, expanded private sector involvement, and youth-initiated projects. While different linkages appear most appropriate to each of these four strategies for service delivery, it was consistently found that linkages work best in those settings where enlightened self-interest and reciprocity are evident. (MN)