Two poor inner city predominantly Black school districts (East St. Louis and Lovejoy, Illinois) entered into a joint agreement to enhance delivery of special education services to their children. Initial mistrust began to give way when a common philosophy was reached. Approaches developed included diagnostic and prescriptive teaching and individualized instruction. Transportation became the biggest problem in the joint effort. The approach served more students than previously and the author recommends the model as a way of better serving Black exceptional students. (CL)