This practicum involved the development of an 8-month inservice training program to give teachers (N=71) at a rural high school basic information concerning the mainstreaming of students with learning disabilities (LD) as well as to influence their attitudes toward inclusion of such students in their classes. Initially, teachers were confused about the LD, EH (emotionally handicapped), and EMH (educable mentally handicapped) classifications. They had little understanding of requirements of Public Law 94-142 (the Education for All Handicapped Children Act), individual education plans, classroom modifications allowed to special needs students, nor their legal responsibilities. Teachers expressed feelings of inadequacy about teaching students with learning disabilities. The inservice plan was designed to be spread over time, using parts of regular faculty meetings as well as mailbox handouts and contests. Results were positive, with gains in basic knowledge ranging from 40 to 80 percent. Positive attitude changes were also documented. The participating teachers also evaluated the inservice training very positively. Appendixes include the survey of teacher attitudes and knowledge, a survey of LD students' current level of modifications, sample mailbox handouts, and the inservice evaluation form. (Contains 100 references.) (DB)