This discussion of the experiences of Saskatchewan (Canada) Education in developing integrated school-linked services should be a valuable resource for anyone planning or implementing a full service school program. Information derived from the Saskatchewan schools shows that each full service program is unique, characterized by specific local circumstances and needs. These programs work best as collaborative ventures between the school community and the various service providers operating in the wider community. In the Canadian context, a great deal of attention has been paid to the needs of indigenous Indian and Metis peoples. In Saskatchewan, the school-linked services model applied a standard format for the planning of local programs, but the programs then developed based on specific local needs. The leading role of the planning team is shaped in part by the choices of groups and agencies as partners in program development and implementation. In some respects the Saskatchewan model reflects the "top-down" nature of its development, especially in the emphasis on suggested goals in educational outcomes and the inclusion of the goal of enhanced community confidence in the use of tax dollars. Many goals, however, are set more broadly than education itself. These include increased self-esteem for students and a reduction in substance abuse. Some specific information is provided for planning and implementation of school-linked services programs, and implications for the Australian experience are outlined. (SLD)