Coordinated social services may be one of the most promising aspects of the current era of systemic educational reform. However, moving from a policy that calls for coordinated service integration into the actual practice of providing services requires the resolution of a host of complex, interacting issues. This paper provides an overview of what is known about service-integration projects and discusses how this knowledge can be used. A conclusion is that service integration is a highly complex, labor intensive, and dynamic process that also tends to be site specific. Several general models exist. "Collaboration" represents the high end of involvement and intensity for groups developing a service-integration alliance, with "coordination" at the midpoint, and "cooperation" representing the lowest level of involvement. Project scope is usually either statewide or local. During the implementation and dissemination stages of a service-integration project, participating agencies, schools, and communities should be aware of immediate issues such as staff development and role definition, and the larger contextual issues of turf, marketing, and financing. Collaborative efforts are most vulnerable to disintegration during the implementation stage. Sustained efforts by all stakeholders are needed for success. Contains 39 references. (LMI)