One of a series of case studies on mainstreaming programs, the report describes an integrated first grade program. The physical setting of the school and the organization of the class are described along with the progress of a Down's Syndrome child who participates in a resource class. The following program aspects are addressed: classroom and seating arrangements, organization and activities, and teacher influence and interaction. The classroom's features of emphasis on peer help seeking and help giving are noted, despite the observation of a double standard of behavior. Examples of classroom observations are offered, and difficulties encountered by the Down's Syndrome child are noted, including negative encounters with her classmates. Suggestions to structure situations to promote interaction are noted. (CL)