The case study describes the integration of 13 learning disabled high school students into the mainstream of a public high school. Physical descriptions center on the school's neighborhood and the facility. Background information includes information on teaching staff and the student population. The resource class is then detailed in terms of its history, physical description, organization, and inservice program. The teacher's style, background, his philosophy of teaching, and his perspective on the students are examined. Results from interviews with six regular classroom teachers emphasize positive attitudes toward the program. Observations of three students and excerpts from student interviews are cited. Information on curriculum modifications is followed by a summary of the principal's role. Among factors found to contribute to the program's success are the teacher's administrative and interpersonal skills and the mutual respect in the school's organizational climate. (CL)