The purpose of the investigation was to determine the extent to which the utilization of a workshop can modify attitudes of classroom teachers toward greater and more realistic acceptance of exceptional children. Teachers and administrators from four schools were provided 15 workshop sessions within 30 weeks. Meetings included a lecture on an area of exceptionality, followed by small discussion groups. Five tests (a picture judgment test, a general information inventory, a classroom integration inventory, an activities index, and a critical incident test) were administered. The teachers increased significantly in information about exceptional children (p<.001) and subsequently changed their instructional techniques. The teachers demonstrated increased acceptance of children with hearing, speech, and visual handicaps (p<.001), orthopedic and cardiac disorders (p<.01), and emotional disturbances and physical unattractiveness (p<.02). No significant change in acceptance of mentally retarded, gifted, behavior disordered, or toilet problem children occurred. There was no marked increase in realistic placement of exceptional children. The personality structure of the teachers remained characterized by extreme personal reserve; individual changes revealed through the activities index indicated resistance to the workshop experience. Appendixes include the tests used. (SN)