An analysis of policy implementation by the Geriatric Education Centers (GEC) program is presented, using a model developed by Sabatier and Mazmanian (1980). A policy by the Bureau of Health Professions to expand education and training efforts in geriatrics and gerontology led to the creation of four GECs in 1983. By 1989, 38 centers had been funded. The purpose of the GEC program was to provide for the development of regional resource and training centers that focused on interdisciplinary training of health professionals in the care of the elderly. Two methods of accomplishing these objectives is to increase faculty competency and to add to or increase content on geriatrics and gerontology in the curriculum of the specific disciplines. Implementation of GEC policy is discussed in terms of: tractability of the problem (e.g., diversity of target group behavior and extent of behavioral change required); availability of the statute to structure implementation (e.g., incorporation of adequate causal theory and unambiguous policy directives); and non-statutory variables affecting implementation (e.g., socioeconomic conditions and technology and attitudes and resources of constituency groups). In this analysis of GEC policy, the components in the statutory and non-statutory categories appear to be interactive rather than distinct entities. Contains 9 references. (SM)