A review of literature from the early sixties to the present provides an understanding of problems posed by potential dropouts (disadvantaged learners) and some potential solutions to those problems. The first section describes who potential dropouts are and why they are disadvantaged; how they can be identified; some remedial projects already undertaken; and some social impacts of dropping out of school. The second section reviews alternative educational strategies that have been tried, discussing relative advantages of integrated settings, segregated settings, and related and mediating variables (including teachers, resource rooms, individualized instruction, technological enhancement, counseling, facilities, programs, resources, and evaluation) that can affect the success of segregated or integrated classrooms. The third section draws conclusions from the literature: (1) disadvantages of potential dropouts stem from poor self-image, pessimism, and lack of sense of purpose or positive motivation; (2) disadvantaged students are readily identifiable: are over-age for their grade, believe they are failures, feel rejected and alienated, miss much school because of illness, are behind in basic subjects, and are marking time and waiting to drop out; (3) integrating such students into the regular classroom is preferred, which requires superior teachers, new and meaningful programs, individualized instruction, and new strategies for enhancing self-image. (CM/MH)