This report contains three topic centered studies. Each provides a description of the similarities and differences between four elementary alternative schools: a free school, an open school, a continuous progress school, and a contemporary school. Dimensions of the instructional process provide a comparison of the four instructional programs in terms of use of space, proportions of time spent in different instructional activities, student groupings for instruction, and types of adult/student interactions. Teacher perceptions of alternatives provide a comparison of the teaching staff across the alternatives. Differences in background, experience and training are noted. Time demands, administrative expectations, and contracts with parents are contrasted. Comparative school culture focuses upon student rather than adult perceptions of each alternative. Similarities and differences in the instructional programs of the four elementary alternatives and a control school are discussed. School observation data, teachers study interview schedule, comparative school culture questionnaire, and the classroom observation form are included in the appendix. (Author/JP)