A prereferral intervention system was implemented in three schools (two elementary, one junior high) in which consultation, observation, and intervention occurred before a student entered the typical referral-for-assessment phase. A survey assessing teachers' beliefs about special services and teachers' expectations and preferences about the referral-to-placement process was completed in the fall and spring of the school year to assess the extent to which changes took place as a result of the preferral system. Additionally, the effect on referral, testing, and place rates was monitored. Results indicating changes in attitudes concurrent with changes in referral-to-placement rates are reported and school system factors affecting a prereferral system (including internal impetus for altered practices and strong administrative support) are noted. Constraints to a prereferral intervention system included resistance to implied role changes on the part of teachers and other personnel. (Author/CL)