The 2-year demonstration and research project involved 17 experimental (E) and 7 control (C) special class teachers of mentally retarded students (average CA 9-3 and 9-7, average IQ 68 and 65, respectively). All E teachers were given inservice training in a specific teaching curriculum (Social Learning Curriculum) and method (inductive method), and provided with on-going assistance from program consultants. Tape recordings and observational rating scales were used to assess teacher use of the method and curriculum. Students' progress in intelligence, achievement, personality development, and cognitive style was evaluated by formal tests. It was found that E teachers used the social learning curriculum and inductive method more consistently and effectively than did C teachers; E students were superior in personality development (striving for success) and aspects of divergent thinking; there was little correlation between teacher background characteristics and use of the curriculum and method. It was concluded that application of a socially oriented curriculum using an inductive teaching style achieves results consistent with needs of retardates at maturity (personality and cognitive characteristics consonant with critical thinking and independent behavior). (KW)