Three external degree programs--National Ed.D. Program for Educational Leaders, Nova University (Florida); University External Studies Program, University of Pittsburgh; and Field Centered Courses, Department of Early Childhood Education, Kent State University--are compared on the basis of a series of questions. Is the course designed for a specific audience? Does the course link theory with practice? Are the objectives of the course clearly specified for the student? Are the students encouraged to help one another? Are preassessment instruments utilized to identify the student's strengths and weaknesses? Does the student complete the course at an individual rate? Does the student receive continuing feedback from the instructors? Does the student attend "on campus" seminars? The major conclusions of the study are that the learning environment can be expanded to include the school community setting and that the external studies as a format can be designed to match the needs and learning styles of many kinds of students. (JMF)