Compared were the academic and social growth of 31 educable mentally retarded (EMR) students (7 to 14 years-old) who were either retained in special classes (N=14) or reintegrated into regular classes (N=7) with additional support from a learning center. Ss were studied at three time intervals: prior to assignment, 2 months after assignment, and at the conclusion of the school year. Results indicated that there were no significant differences between the reintegrated and segregated EMR Ss after 2 months, but that reintegrated Ss were more internally controlled, had more positive attitudes toward school, and were more reflective in their behavior after one school year. (LH)