A study obtained information from classroom teachers, principals, and reading specialists about what they believed was important in creating effective Chapter 1 programs. One-day meetings were held in three different parts of Pennsylvania during which each group of educators (who were recommended by an advisory board) were interviewed using focus group techniques. All focus group interviews were audio taped and observers also took notes. Results indicated that: (1) the thoughtful and insightful critiques and solutions generated by the participants can be useful for the specific schools from which the participants came and as a source of possible ideas for other schools; (2) school personnel were not necessarily concerned about changes in the program, but were more concerned with how they could implement the changes effectively; (3) the advantages or strengths of Chapter 1 programs focused on indicators that could not be measured easily by standardized tests (such as self-esteem, advocacy role, and parent involvement); and (4) the focus group technique proved to be an effective means of obtaining the best thinking of professionals involved in and concerned about Chapter 1 programs. (A figure presenting bridges and barriers relative to Chapter 1 program settings and one table of demographic data are included. (RS)