This paper describes a pilot project to train rural native American paraprofessional personnel to deliver routine speech-language services to children under the overall supervision of a certified professional. The program had three components: on-site visits, desk-top conferencing, and distance training. The program was implemented at one reservation school in Arizona with a caseload of 38 students and one trainee. Faculty and graduate students initially visited on-site to evaluate students' communicative abilities, to develop and review treatment programs, and to confer with parents and staff. Desk-top conferencing allowed the paraprofessional trainee to communicate problems and concerns about students as needed. Program evaluation involved trainee responses to objective test questions via computer interface, trainee completion of a questionnaire regarding her impressions, and responses of other school faculty to a questionnaire regarding program quality. Some unexpected problems were encountered in project implementation including climatic problems (daily monsoon thunderstorms which threatened computer operations and led to suspension of the program) and demographic problems (lack of appropriate electrical connections and unfamiliarity with technology.) (DB)