THE INTRODUCTION OF AN "INTEGRATION SPECIALIST" INTO A JUNIOR HIGH SCHOOL RECEIVING 40 INCOMING INNER-CITY STUDENTS IS DISCUSSED. THIS MENTAL HEALTH CONSULTANT, WHO HAD TO ESTABLISH HIS OWN ROLE AND FUNCTIONS IN THE SCHOOL, BEGAN BY DEVELOPING A RELATIONSHIP WITH THE PRINCIPAL. THE SPECIALIST CULTIVATED RELATIONSHIPS WITH ADMINISTRATIVE AND OFFICE PERSONNEL AS A PRELUDE TO ACCEPTANCE BY THE REST OF THE SCHOOL STAFF. THE PROCESS AND OUTCOME OF HIS ENCOUNTERS WITH VARIOUS STAFF MEMBERS ARE DESCRIBED. HIS WORK WITH STUDENTS IS DISCUSSED, AND SOME OF THEIR ANXIETIES AND CONFLICTS ABOUT THE NEWLY INTEGRATED SCHOOL SITUATION ARE NOTED. THE SPECIALIST WAS ALSO INVOLVED WITH PARENTS OF THE INCOMING CHILDREN WHEN HE MADE HOME VISITS AND WHEN PARENTS CAME TO THE SCHOOL. RECEIVING SCHOOL PARENTS WERE ALSO SEEN IN EFFORTS TO HELP THOSE WHO WERE EITHER OVERLY POSITIVE OR HOSTILE TOWARD THE INTEGRATED SITUATION. THIS SPECIALIST OFFERED CONSULTATIVE, SUPPORTIVE, AND EDUCATIONAL SERVICES AND HAD A ROLE WHICH IS FELT TO HAVE ENHANCED QUALITY EDUCATION AND ASSIMILATION FOR ALL OF THE CHILDREN. THIS ARTICLE IS PUBLISHED IN "INTEGRATED EDUCATION," VOLUME 5, NUMBER 6, ISSUE 30, P.28-36, DECEMBER-JANUARY 1968. (NH)