The secondary school program designed and taught by police was begun in an effort to improve relations between the police and juveniles in the context of courses on crime, crime prevention, the role and powers of the police, and citizens' rights. Courses have included field visits to the local police station to demonstrate police operations. Concluding sessions focus on the responsibilities of the students in their interactions with the police and as constructive citizens. The central debate surrounding such courses is whether or not they are appropriate for inclusion in the curriculum and, if so, whether the police or professional educators should design and teach them. An inquiry of all the police forces in England and Wales indicates that of the 32 forces that have replied to date, only one has no involvement in the secondary schools. Twelve forces have committed themselves to a sophisticated, structured curriculum input. Most forces report excellent cooperation from teachers, and new programs tend to involve educators in the preparation of the courses. In all cases, the course is presented by a police officer with teacher support and involvement in followup projects. Few forces provide special training for officers who do not work. Only three involve any training by educators. Evaluation results, although limited, indicate the general success of the programs as they are structured, but improvement is needed in the training of participating officers and in the development of course materials. The appendixes contain sample lesson packages, the outline of a police orientation course, evaluations from two constabularies, and an improved evaluation questionnaire.