The report details the background, development, and implementation of a school-community coordinated preschool program for suspected handicapped children under age 5. Legal mandates to identify preschool children with special needs are cited, despite a permissive mandate of serving those identified. Ten steps to be taken by districts in planning for such a preschool program are listed. The following five components of the model are addressed in terms of philosophy and rationale, and strategies for achievement: identification, evaluation, placement, staff training, and parent participation/education. A case study is provided to illustrate the roles played by the school, community, and service providers. Appended material includes lists of resources for identification, evaluation, and placement. (CL)