This report summarizes information about Family Life Education (FLE) as mandated by the New Jersey Board of Education. The information is taken from a variety of sources and three principal concerns of the state board are analyzed: (1) the status of implementation of family life education; (2) local district perceptions of training needs; and (3) the availability of curricular models which interested districts might study and adopt or adapt. The report concludes with a summary of major findings in seven areas: (1) Organization of Instruction: Of the 354 districts surveyed 47 percent combine separate and interdisciplinary instruction methods; (2) Placement of FLE Instruction: Most districts begin FLE instruction in the lower primary grades and continue through grade 9; (3) Instructional Practices: Districts emphasize the FLE areas of family relationships, personal growth and development, and social relations; (4) Community Involvement: A high degree of community involvement, beyond the minimal requirement, is indicated by the inclusion of parents and the community in curriculum development and as sources for instructional resources; (5) Staff Training: More districts provide their own training, rather than acquiring it by other means; (6) Implementation Problems: Most districts report no problems in implementing the curricula. Some districts, however, perceive problems of inadequate staff knowledge, lack of materials, and insufficient time for staff training; and (7) Curriculum Models: A substantial number of New Jersey districts have confidence in the applicability of their own FLE programs and responded to a request for self-nomination and demonstration of fulfillment of established criteria. Three appendices are included: a "Family Life Education Implementation Profile Form," a "Family Life Self-Nomination Form," and a summary entitled "Highlights of a National Association of State Board of Education Study." (APG)