Responding to research indicating that more concentrated efforts and innovative approaches are needed to change the negative teacher and student attitudes toward the disabled in mainstreamed classrooms, the pilot program described in this paper was designed to foster communication between the regular classroom teacher and the special education teacher by encouraging student teachers from special and general education classes to work together in program planning and implementation. The paper outlines the program and presents survey data about teacher attitudes and attitude change related to mainstreaming disabled students. The paper notes that the involvement of reading faculty along with special education faculty is a logical place to begin working on structuring intradepartmental courses that foster positive attitudes toward the disabled, because both departments normally have clinical components in their teacher education programs. General goals established for participants in the pilot program are listed, as are nine specific behavior objectives. Encouraging preliminary evaluations of the program are noted, and plans for further applications of the program in both preservice and inservice settings are discussed. (RL)