A 5-day workshop for staff of an inner city school addressed the teaching approach of the Lab School of Washington (District of Columbia) and covered the nature of learning disabilities (LDs), tools to identify unique learning styles of students, and innovative teaching methods for all students with and without LDs. Eighteen elementary mainstream teachers from Martin Luther King, Jr. Elementary School (Washington, D.C.) and 2 administrators attended a 1-week workshop focusing on the application of teaching techniques designed for students with severe LDs to students who do not have a specific LD but might be academically unsuccessful because of lack of motivation and a history of failures. Special emphasis was placed on teaching content through multisensory methods, a holistic approach to language arts, infusing a wide range of art activities into the teaching of academic subjects, and understanding the model of multiple intelligences developed by Howard Gardner. Teachers had opportunities to observe summer classes for learning disabled and the "Academic Club" approach pioneered by Sally Smith. The teachers expressed a high degree of satisfaction with the workshop and interest in continued association with the Lab School and more workshops during the academic year, specifically additional instruction on the concepts of task analysis and diagnostic-prescriptive teaching. Appendices include: workshop topics, a teacher role questionnaire, and the Theoretical Orientation to Reading Profile. (SW)