Forty-eight elementary age students classified as mentally retarded and living in an economically depressed area were randomly selected, divided into matched experimental and control groups, and placed in 4 classrooms of 12 students each. The objective was to initiate an experimental, individualized, instruction program that would facilitate the return of special education students to regular classes. After a year's intervention, 13 students from the experimental group were placed in regular classes. A one year followup study was done to determine the academic and social adaptation of the 13 students. Results showed that a high percentage of the subjects could acquire basic skills at a rate to allow regular class placement. Once placed, these students maintained their academic and behavioral adjustments.