THE NINE TRAINING PROGRAMS, WHOSE OFFICES WERE VISITED BY THE AUTHOR, INCLUDE BOSTON, CHICAGO, CINCINNATI, LOS ANGELES POLICE AND SHERIFF'S DEPARTMENTS, OAKLAND, SEATTLE, WASHINGTON (DC), AND DAYTON/MONTGOMERY COUNTY (OH). THE FINDINGS OF THESE VISITS ARE REPORTED IN THE FOLLOWING DESCRIPTIVE FORMAT: THE MAJOR CHARACTERISTICS OF THE PROGRAM; THE SUBJECT MATTER IN THE CURRICULUM, WITH PARTICULAR ATTENTION TO THOSE SUBJECTS THAT PREPARE THE RECRUIT FOR HIS SERVICE ROLE; AND A DISCUSSION OF RECENT CHANGES IN THE CURRICULUM, INCLUDING THE PROCEDURES USED TO BRING ABOUT THE CHANGE. THE MAJOR UNIQUENESSES OF THE PROGRAMS STUDIED WERE IDENTIFIED AS INTEGRATION OF CLASSROOM AND FIELD EXPERIENCES THROUGHOUT THE TRAINING PERIOD FOUND IN TWO PROGRAMS; USE OF SELFPACED, MULTI-MEDIA INSTRUCTIONAL METHODS AT THREE PROGRAMS STUDIED; INCLUSION OF INTERPERSONAL AWARENESS AND HUMAN RELATIONS TRAINING IN THE MAJORITY OF THE PROGRAMS STUDIED; EMPHASIS ON LONGER CONTROL OVER THE OFFICER BY THE TRAINING PROGRAMS AS FOUND IN TWO PROGRAMS STUDIED; AND CONTINUATION OF TRAINING THROUGHOUT THE OFFICER'S CAREER AS FOUND PARTICULARLY IN ONE OF THE PROGRAMS STUDIED. THE METHODS USED BY THE VARIOUS TRAINING PROGRAMS IN PLANNING, DEVELOPING, AND IMPLEMENTING THE CURRICULUM CHANGES VARIED FROM ONE PROGRAM TO ANOTHER, WITH VERY LITTLE DUPLICATION.