This paper describes an inservice teacher education project entitled "Educating the Low Achieving Child in the Regular Classroom" offered to Christian-oriented nonpublic urban schools that are committed to mainstreaming children with learning differences. The project provided training to increase teachers' flexibility and ability to tolerate the diverse needs of low achieving students. Participants (N=27) completed a Teacher Attitude Inventory (TAI) and the Adult Self-Perception Profile (ASPP). Workshop results indicated that the predominantly female sample (23 females) had lower than expected perceptions of their job competence, intelligence, and ability to be adequate providers; and favored a more "traditional" teaching style, which values a high degree of control, group learning through lecture and reading, and the teacher as an authority figure. The 4-sessiom consultation project was insufficient to impact successfully on ingrained attitudes; training and strategizing about student needs should be an ongoing process in the form of support teams that meet regularly to impact upon "traditonal" instructors who will need support and encouragement to alter their method of teaching. An appendix provides a letter offering the program to principals, program objectives and syllabus, and workshop session handouts and activity worksheets. (LL)