The author reports on a semester-long study of British teacher centers, an examination that includes purposes, structure, and administration of the British models, and a comparison of these models to current efforts in the establishment and operation of teacher centers in the United States. From the research undertaken, it is concluded that: (1) the British "model" exists in reality only to the extent that British educators agree on the basic purposes of teacher centers; otherwise, generalization is not possible; (2) the British model gives more responsibility for inservice education to practicing teachers; (3) the British utilize teacher centers less for preservice work than U.S. centers, and they have little intention of using them as vehicles for certification. The body of the document elaborates on these three conclusions by describing: (1) basic purposes of British teacher centers; (2) curriculum development functions, their sources, and objectives; (3) differences between American perceptions of British teacher centers and the actual situations; and (4) characteristics of successful centers in Britain. It is noted that the opportunity for American education to emulate British successes and avoid British shortcomings in teacher center development depend to a large degree on America's understanding of both the similarities and differences in British and American concepts of the movement. (MJB)