A 2-year experimental program to train Chicago high school students to assist in elementary school classrooms was introduced (1) to relieve classroom teachers of the burdens of nonteaching duties, and (2) to provide vocational opportunities for those high school students who might be directed into teaching, and for those with lesser ability who relate well to people and would do a commendable job as a member of a teaching team. The first year, 26 juniors, after two weeks of preservice training, devoted half of each day to regular academic studies including a job training session and the other half to teacher aide duties in the classroom of an elementary teacher who had received inservice supervisory training. Additional students were added the second year. The findings indicate that (1) the young aides relate well to the pupils; (2) there is noticeable maturing of the trainees; (3) teachers are able to devote more time to teaching; and (4) trainers and principals must accept more responsibility for inservice training. (Included are outlines of inservice training for teacher-trainers, basic concepts of the curriculum for trainees, program evaluation instruments and data.) (JS)