The purpose of this study was to identify potential sources of school-community conflict in black and Puerto Rican communities by examining the perceptions of Education Coordinators in Community Action Agencies and Principals in New York City elementary schools concerning community involvement in the school, curriculum in the school and responsibilities of teachers and administrators in respect to the school and its community. The relationships between the perceptions of Education Coordinators and Principals and the variables of Education, Ethnicity, Sex and Experience were also examined. The sample consisted of 60 Education Coordinators in federally funded Community Action Agencies and 60 elementary school Principals serving in black and Puerto Rican communities. Valid responses were received from 49 Education Coordinators and 52 Principals. Parent and community involvement in educational policies and in the decision making process in the school seemed to pose the greatest potential source of school-community conflict in black and Puerto Rican communities in New York city. Education Coordinators in Community Action Agencies favored more parent and community involvement in the evaluation of teachers, selection of curriculum materials and selection of Principals. Principals, however, seemed not to favor this degree of parent and community involvement. (Author/JM)