The concept of a service delivery system as it relates to handicapped students is explained, and characteristics of a new model for service delivery in special education are described. Present service delivery systems are seen to be lacking in uniformity in the types and quality of services available and in continuity of programs to all age levels and disabilities. The proposed model is broken down into five areas: students in the regular classroom who are having problems beyond the competencies or skills of the regular teacher; students who may be receiving formal support since the informal help provided by the system (Area I) was deemed not appropriate; students with a moderate level of problem; students in the self-contained special education classroom; and the exceptional child who is unable to function within the regular school setting. Diagrams are given for the five delivery phases. (SBH)