Teaching in non-university hospitals not only supplements university-based educational resources but also provides students with greater opportunities to be involved with cases frequently encountered in actual practice. It also strengthens continuing education of doctors in the community, and can lead to a better understanding of the realities and problems of community health care. Success is partially dependent upon initial planning, which should include setting objectives, adapting them to the educational environment, and choosing an environment in which they are likely to succeed. Acceptance within the community is dependent upon prior knowledge of the political structure and the involvement of those people who command the respect of the community at large. Teaching should be shared between the university and the community, not just delegated either to the community or assumed totally by the university. Faculty development is crucial initially and on a continuing basis. This article is based on the American system, but is relevant to other situations.