The case study, one of a series on model mainstreaming programs, describes the history and current status of one of the first public schools designed for children with handicapping conditions. One of its seven special education classes is highlighted, the physical setting and its teacher described. Among program features noted are the teacher's motivational and instructional techniques. Five mainstreamed students with physical and neurological disabilities are described in terms of their characteristics and their interactions with others. Social isolation within the classroom and separation among groups (disabled, typical, gifted, Blacks and Whites) are noted. Curriculum information, the transitional focus for preparing for junior high school, and the role of supportive services are discussed. Summary statements touch upon the minimal integration of students within the school, the value of the system of individualized academic instruction, and the high expectations placed on the students. (CL)