In this paper some comparisons are made between the British Primary School system and the American school system. For example, the role of the British headmaster/mistress is considerably more powerful than the role of the American principal in areas concerning curriculum content, school personnel, use of auxiliary personnel, scheduling of classwork time, and daily activities. The British teacher's role--less participatory than in the United States--seems defined as a balance between providing ideas and facilitating independent work to reinforce direct teaching. British primary teachers, however, are now organizing to change some of the traditional power base. Curriculum content seems less structured and sequential; the teaching day is not as rigidly scheduled; and most schools do not appear equipped physically or intellectually to respond to total student choice of curriculum. Other differences from U.S. schools were observed in teacher tenure and retraining, student use of time, and organization of recesses. However, integration of the content areas does seem more prevalent than do interdisciplinary studies in the U.S. It is a myth that the British primary school system is an answer to American educational problems. Cultural differences make it impossible to superimpose British designs on American schools. This report concludes with references and an appendix containing reports by headmasters of three British schools. (Author/SH)