This project was designed to provide a new, comprehensive, and sophisticated guidance program to meet the needs of pupils and teachers in nine school districts. The major purpose of the program was to maximize the development of each child, and broadly stated its functions included the following: (1) inservice activities to extend and enrich teachers' understanding of areas such as changing goals and behavior and diagnostic cues, (2) counseling with groups and individuals, (3) working with parents of problem children, (4) arranging for referrals to other community agencies when necessary, (5) evaluating the program, and (6) disseminating information concerning the program. The common philosophical core that undergirds the entire counseling program was that the role of the elementary counselor was that of a facilitator of the learning process; consequently, the central role of the teacher was constantly kept in mind. In order to assess the effects of the program, a descriptive model was utilized. At the conclusion of the program, after federal funds were no longer available, only two of the participating districts dropped elementary school counseling. The research reported herein was funded under Title III of the Elementary and Secondary Education Act. (Author/RSM)