The Del Mar Union School District in southern California began a developmental program for inarticulate, shy, poorly-peer-oriented students. A group program appeared to be the best way to give this type of child a place to make himself heard, to supply ego-supporting activities, to foster broader peer interaction and the development of relationships among group members, and to help the child develop a greater sense of self. The school district, parent involvement, group activities, and initiation of the program are described. Results of the program are: (1) the observable behavior of many of the participating children has changed, (2) teachers felt that a direct effort was being made to enhance the emotional growth of pupils in ways they, in the classroom, could not supply. (SPT)