This book is based on a cross-cultural study of American (primarily New York State) and British distributive education programs. Philosophy, historical development, currently available distributive education programs, and job opportunities were examined; the survey focused on teaching quality, involvement and cooperation of business/community/school, adequate on-the-job supervision, cooperative work experience programs, and student caliber. The most basic and significant difference between the two countries was philosophic--British youth leaving school to join the work force while American youth remained students longer. The project method was described as the trend in distributive education today; it is now being integrated into New York State curricula for large school districts. The final model that was developed has provided a curriculum sufficiently structured for comprehensive training but flexible enough to meet individual needs. The three student options are: (1) a Grade Distribution Certificate course for students seeking employment directly after high school, (2) a Basic Distribution Certificate course with cooperative work experience for the undecided, and (3) a Special Distribution course including special projects for college-bound students entering managerial levels of the distributive field. (EA)