A preliminary examination of Extended Opportunity Programs and Services (EOPS) in California's 107 community colleges was conducted by requesting information on individual programs; 87 responses were received. EOPS programs were established by the California Legislature in 1968 to recruit high-risk minority and low-income students and provide them with financial assistance, peer and professional counseling, tutoring, and other services to help them succeed at community colleges and perhaps transfer to 4-year colleges or universities. In 1976, 70% of EOPS students cmae from minority backgrounds; 33% were Hispanic and 30% Black. The EOPS study resulted in identification of five key variables: program leadership/philosophy, organizational structure, college environment, faculty input, and community influence. The majority of EOPS directors have at least postgraduate work or master's degrees; Hispanics represent the largest group of EOPS directors, followed by Blacks and Whites. EOPS organizational structures demonstrate either self-determination (separate entities with their own financial aid and academic and personnel support services) or integration (EOPS students integrated with the regular student population). Research indicates that supportive college environments enhance academic performance of minority students. Faculty on some campuses is more actively involved than on others. EOPS advisory committees, composed of students, faculty, administrators, and community people, vary in their degree of activity. (MH)