Twenty-four moderately subnormal children (6 to 17 years old) were integrated onto a campus in New Zealand serving nonhandicapped 11 to 13 year olds. Although the disabled students received primary instruction from their own teachers, there were social, sports, and extracurricular opportunities for mixing. Analysis of questionnaires completed by teachers, parents of both handicapped and nonhandicapped students revealed uniformly high rates of acceptance of the project's principles and practices among all respondents. Observation of playground interaction disclosed that retarded Ss spent 60% of their time in active interaction, with a significant tendency toward increasing participation over a 2 year period. Less than 10% of the interactions elicited negative responses from nonhandicapped students. (CL)