Forty-two students attending a centralized program for the trainable mentally retarded were placed in satellite units in elementary schools. After 2 years teachers reported on the extent of integration, changes in behavior, play with nonretarded students, and their feelings about the change. Parents were interviewed about their feelings before and after the change, behavior at home, and further changes needed. The program was generally successful in providing integration opportunities while maintaining a specialized program. Ensuring integration may require more central direction. A more detailed curriculum is needed to ensure comparability of programs for students changing schools. (Author)