Because handicapped and nonhandicapped students in a Pennsylvania elementary school were not sucessfully mainstreamed and lacked social skills, a practicum was devised to (1) teach social behavior skills to socially/emotionally maladjusted (SEM) students, and (2) present social skill intervention strategies promoting a positive attitude between SEM students and nonhandicapped peers. Participating were two teachers each in grades three, four, five, and six; nine SEM students; and 134 homogeneously grouped students in regular classrooms. Intervention consisted of presentations of films, provision of reading materials for teachers and students, presentation of awareness activities to students by regular classroom teachers, and presentation of a videotaped four-part skill training program designed to develop students' feelings of self-confidence and positive self-image. Evaluations were made on the basis of behavioral observations and sociometric and teacher rating scales. Standards of performance were met for all objectives. Comparison of pre- and post- intervention ratings revealed a significant increase in positive attitudes of the nine SEM students and the 134 regular students. Also, considerable gains were made in teacher attitude toward students experiencing difficulty with social interaction. (Sample program materials and data collection instruments are appended.) (Author/RH)