Described are methods of organizing the learning environment to enhance the education of seriously emotionally disturbed elementary level children. It is explained that the environment should combine interest with opportunities for self regulation, and should encourage individualized programming and flexibility. Requirements (such as equipment preparation and scheduling) for organizing rooms are set forth, and considerations in evaluating the environment are listed. The bulk of the document is comprised of room diagrams, and schedules and sample reports from the Developmental Training Center at Indiana University. (CL)