As one part of PROJECT DESIGN, funded under ESEA Title III, a model of a guidance program that would integrate guidance efforts in the development of a long-range master plan of education for an urban school system is constructed and used as a standard of comparison for the present model in use at the Fresno City Unified School District. In the construction of the model, answers were sought to three basic questions: When are guidance services rendered, for whom are they normally provided, and how are they provided. It is essential that the prevention of problems be stressed, and, if problems do arise, that they be diagnosed and treated at the earliest possible time. Data were collected through questionnaires given to students and guidance personnel. Major conclusions at the elementary level are as follows: Guidance services are rarely present; when they are performed, it is solely for academic placement; and prevention of potential problems is deemphasized. At the secondary level, guidance services focus on a restricted number of students, treatment rather than prevention is emphasized, and guidance personnel spend too much time on routine clerical work. At both levels a reordering of emphasis toward the preventive model is highly recommended. (LN)