AGE-INTEGRATED CLASSES IN A CONTINUATION SCHOOL WERE STUDIED TO FIND THE RESULTING MORAL, SOCIAL, AND ACADEMIC EFFECTS. IT WAS ASSUMED THAT MEANINGFUL CROSS-AGE RELATIONS WOULD OCCUR WITH STATUS EQUALITY, INVOLVEMENT IN THE SAME EDUCATIONAL TASKS, A ONE-TO-ONE AGE RATIO, AND SIMILAR BACKGROUNDS AND ABILITY LEVELS. MOST OF THE ADOLESCENTS HAD BEEN ASSIGNED TO THE SCHOOL BECAUSE OF DEVIANT BEHAVIOR. THE ADULTS ATTENDED TO GET A HIGH SCHOOL DIPLOMA OR TO UPGRADE VOCATIONAL SKILLS. DATA FROM QUESTIONNAIRES AND INTERVIEWS SHOWED THAT ADULTS AND ADOLESCENTS SHARED RELATIVELY EQUAL STATUS AND ADULTS SERVED AS MORAL AND ACADEMIC MODELS AND WERE HELPFUL IN CONTROLLING ADOLESCENT BEHAVIOR. A RECIPROCAL PATTERN OF ASSISTANCE DEVELOPED. AS PARENTS, ADULTS HAD UNDERSTANDING OF ADOLESCENTS, AND THEIR CLASS INTERACTIONS HELPED THEM AT HOME WITH THEIR OWN CHILDREN. THE ADOLESCENTS PROFITED FROM ADULT LIFE AND WORK EXPERIENCE AND FELT THE PRESENCE OF ADULT STUDENTS RESULTED IN BETTER TEACHER AND CLASS PREPARATION. THIS ARTICLE APPEARED IN HARVARD EDUCATIONAL REVIEW, VOLUME 37, NUMBER 4, FALL 1967, PAGES 594-619. THE ISSUE IS AVAILABLE, FOR $2.00, FROM LONGFELLOW HALL, 13 APPIAN WAY, CAMBRIDGE, MASSACHUSETTS, 02138. (PT)