This study explored how community socioeconomic class, setting (rural, small-town, suburban, or urban), and culture influence effective school linkages for preschool children with disabilities. The study utilized a model of school success based on effective schools research. The study analyzed data previously reported for four school districts in a midwestern state and an additional site. School districts represented a suburban affluent setting and four economically disadvantaged settings (urban, small town, rural, and a Native American Indian reservation). The investigator observed all classes serving preschool children with disabilities that included in-depth observation of one 3-year-old child per classroom. Analysis indicated that effective school linkages differed among the five communities with some linkages similar and others distinctly different between low and high socioeconomic level communities and between urban/suburban and rural/small-town communities. Some differences followed a continuum from affluent to urban poverty, to small town, to rural, and to Native American communities. Findings were interpreted to suggest that the low socioeconomic level in some communities raised barriers to principal actions typically found in effective schools and that a rural or small town setting further impeded effective strategies. Minimal involvement of principals and low or ambiguous expectations for student achievement characterized poorer and rural schools. (Contains 33 references.) (DB)