This study investigated various characteristics of the multiunit school and a seven-step Instructional Programing Model as they relate to home-school-community relations. Within this framework, the study had two objectives--to describe the characteristics of the multiunit school and Instructional Programing Model, and to analyze the interrelationships among those characteristics in terms of the allocation of economic resources, educational values, and power. Data were collected at two schools selected from eight schools participating in a home-school-community relations research project. Open-ended interviews were held with principals, unit leaders, teachers, aides, and parents to obtain substantive data regarding the operationalization of the multiunit school and the Instructional Programing Model in the two schools. Findings of the study supported two general conclusions. First, multiage grouping of students and instructional teaming were more successful than were other characteristics of the multiunit school, because they are more easily translated into tangible benefits. Second, conflict is more likely to result from differing educational values associated with the various characteristics than from their effect on the allocation of power or resources. (Author/JG)