This program was used with more than 8,000 students (grades two through eight in New York City nonpublic schools) who were retarded in mathematics achievement. Seventy-seven special teachers were used, many of whom had never taught before and/or had no contact with disadvantaged children. Administrative procedures are discussed. The goals of the program were: (1) to improve classroom performance, (2) to improve self-image, (3) to promote a positive attitude change toward school, and (4) to improve daily attendance. At the end of the year's program, the subjects were somewhat more behind grade level than at the beginning, but no more so than the control group. Subjects were considered to have improved in attitude and attendance. (LS)