This document contains three sections each of which provides an overview of teacher centers and several case studies of individual centers in Japan, Britain, and the U. S. Although teacher centers tend to be diverse, those in England and Japan seem to have a describable national characteristic, Japanese centers tend to be large with regard to both physical structure and organization, while those in Britain and the U. S. vary widely in size and structure. Funding patterns also differ from country to country: in England, centers are funded largely through local education agencies; in Japan, the Prefecture of Education provides most of the funding; and in the U. S., the U. S. Office of Education generally provides funds for the initiation of a center, while subsequent operation is paid for by the state or local education agency. Some functional problems are common to teacher centers in all three countries: (a) how to encourage teachers to participate in the activities of the center; (b) how to remain responsive to teachers, while being supported by sources outside the teacher group; and (c) how to staff a teacher center. (HMD)