Rural school districts often have limited numbers of special educators available, limited financial resources, and schools with very small, isolated populations. These limitations reveal the need for regular educators in the schools to gain skills needed for diagnosis and remediation of mildly handicapped students. This paper suggests utilizing special education teachers already employed in the system who can assist regular educators in gaining additional skills needed in their particular classroom settings. Assessment and intervention must be closely tied together and both should be curriculum-based. Ideally the regular and special education teacher work together at the pre-screening period to determine the extent and depth of the student's problem. Intervention can often be performed by the regular classroom teacher with input from the special educator about specific learning strategies. A variety of collaborative efforts between regular and special education teacher can be attempted. They can work together in the school setting or the special educator can be a travelling consultant. A third method is to provide intensive special education training to regular educators who remain regular educators in the schools but serve as consultants to other teachers in their classrooms. (DHP)