In response to regular faculty complaints about mainstreamed students, a 5-week Summer Special Education Program was implemented in 1986 at the Western Navajo Agency's Tuba City Boarding School. The program's purpose was to train regular teachers and support personnel in special education procedures and practices and to provide the exceptional student with instruction beyond the 180 day school year. Participants included 4 teachers, 2 teacher aides, 7 staff members, and 11 boarding and 18 community students. The program was assessed using the Minnesota Teacher Attitude Inventory to measure shifts in teacher attitudes, the Brigance Diagnostic Inventory of Basic Skills to evaluate student academic performance, and a criterion-referenced questionnaire to record shifts in dormitory and teacher aide performance. Data analysis suggested program procedures caused significant shifts in student/teacher interpersonal relationships, student learning, and aide knowledge of special education. Results indicated the program effectively prepared non-special education personnel to provide an appropriate and least restrictive mainstreamed environment. Not measured, but an integral contributor to the program's success, was the open communication among staff. The Summer Program was the first phase of a year of training in special education to implement the Education for All Handicapped Children Act and provide better instruction to the mainstreamed student. (NEC)