Group and family day care settings were compared with respect to 16 child, teacher, and environmental variables. A total of 25 children, ranging in age from 3 to 5 years, served as representatives of group day care; 16 children, also ranging from 3 to 5 years in age, served as representatives of family day care. Child variables of interest were positive social interaction with peers and adults; prosocial peer behavior; helping behavior; imaginative play/role playing; prosocial, hostile, and total aggression; task persistence; and waiting patiently during delays. Teachers were rated on provision of structure and possession of personal warmth. Environmental characteristics observed were health and safety; materials, equipment, and activities; and physical space. Trained undergraduate observers unaware of the purpose of the study completed the assessments of children, teachers, and environments. Observers also recorded the number of children present during the observational period as well as the number of participating adults. Analysis indicated a significant difference in 3 of the 16 comparisons: teachers' structuring behavior, children's positive interaction with adults, and number of children per teacher. Group care was found to have significantly more teacher structuring and positive interaction between children and adults, while family care had fewer children per teacher. It was concluded that findings suggest the possibility that, in general, no overwhelming and meaningful differences between group and family day care exist in many of the variables examined. (RH)