ABILITY GROUPING MAY PRODUCE NEGATIVE SCHOOL AND LEARNING ATTITUDES AND LESSEN THE MOTIVATION OF ABLE STUDENTS. THIS PROBABILITY IS SUPPORTED BY THE RESULTS OF A FOUR-YEAR PROJECT DESIGNED TO IMPROVE A JUNIOR HIGH SCHOOL SOCIAL STUDIES PROGRAM THROUGH THE USE OF TEAM TEACHING TECHNIQUES AND A FLEXIBLE GROUPING ARRANGEMENT. THE EFFECTS OF THE PROGRAM WERE STUDIED USING THE TRADITIONAL CRITERIA OF STANDARDIZED ACHIEVEMENT TEST SCORES AND TEACHER OPINIONS. IN ADDITION, THE INVESTIGATORS USED A MOTIVATION INVENTORY DEVELOPED BY FRYMIER (1962) AND A SEVEN-SCORE ATTITUDE INVENTORY DEVELOPED BY ZWEIBELSON (1965). ACHIEVEMENT TEST SCORES SHOWED NO SIGNIFICANT DIFFERENCE BETWEEN THE HETEROGENEOUS EXPERIMENTAL GROUP OF TEAM TAUGHT STUDENTS AND THE HOMOGENEOUS CONTROL GROUP OF TRADITIONALLY TAUGHT STUDENTS. STUDENTS GROUPED IN HIGH ABILITY TRACKS TENDED TO HAVE MORE NEGATIVE ATTITUDES TOWARD THE SCHOOL AND LEARNING AND TO EXPRESS LOWER MOTIVATION THAN LOW ABILITY GROUPS. SIGNIFICANTLY BETTER ATTITUDES WERE DEVELOPED BY TEAM TAUGHT STUDENTS. THE INVESTIGATORS' RESULTS SUGGEST THAT TEAM TEACHING AND FLEXIBLE GROUPING HELP TO IMPROVE ATTITUDES WITH NO ADVERSE EFFECT OF ACHIEVEMENT. THIS PAPER WAS PRESENTED TO A SYMPOSIUM OF THE AMERICAN PSYCHOLOGICAL ASSOCIATION (WASHINGTON, SEPTEMBER 2, 1967). (BB)