The paper describes a program which replaced the "pull out" approach to providing remedial instruction to learning disabled middle school students with a "pull in" program characterized by participation of special education teachers in regular classes to facilitate learning for these students. The special education teachers help to modify the curriculum, assignments, and tests and also work with individuals and small groups in the context of real classroom assignments. The program has been enthusiastically received and expanded each year since its origin in 1985. A typical day's schedule under this approach is described. Potential barriers (e.g., increased time demands for joint planning and the need to resolve differences between teachers) are identified with suggested solutions. Guidelines for implementation include enlisting the support of key players (e.g., principals or supervisors) and recognizing the variety of options available (complementary instruction, team teaching, or development of supportive learning activities). Some recommended practices for the special educator include refraining from judging the classroom teacher, demonstrating effective teaching techniques, and being available as much as possible in every class being helped. Includes 2 references. (DB)