The initial phase (1967-1968) of a longitudinal study designed to provide more teachers of the disadvantaged by (1) recruiting education students who have withdrawn from college for academic reasons but have greater scholastic potential than they have demonstrated and (2) modifying teacher education programs to train these individuals as teachers of the culturally disadvantaged was completed. A questionnaire was used to gather background information about 255 freshmen and sophomores in the teacher education program at Wisconsin State University, Oshkosh, identified as being on academic probation or having been dismissed for academic reasons; 12 volunteers from this group were selected for a summer session pilot study. Through a University-Wide Representative Council, curriculum revisions based on identified student weaknesses in general education, professional education, and specialization were developed and incorporated into a program including a personal development seminar, individualized activities at a special learning center, and paid work experience. It was found that students developed more positive attitudes and were effective as paraprofessionals after short-term training sessions. In addition, the group's cumulative grade point average increased. (Appended are form letters, the questionnaire, a list of subcommittee responsibilities and sample reports, a sample program, and application and information forms.) (SG)